
SEAT WORK 

INDUSTRIAL 

OCCUPATIONS 





GILMAN ^WILLIAMS 




Class AJL\S±} 

Book... %\j^ J?" 

GopyrightN t 

COPYRIGHT DEPOSIT. 



SEAT WORK 



AND 



INDUSTRIAL OCCUPATIONS 



•?&& & 



SEAT WORK 



AND 

INDUSTRIAL OCCUPATIONS 

A PRACTICAL COURSE 
FOR PRIMARY GRADES 

BY 
MARY L. OILMAN 

PRINCIPAL OF THE CLAY SCHOOL, MINNEAPOLIS, MINNESOTA 
AND 

ELIZABETH B. WILLIAMS 

PRINCIPAL OF THE HOLMES SCHOOL, MINNEAPOLIS, MINNESOTA 



THE MACMILLAN COMPANY 

LONDON: MACMILLAN & CO., Ltd. 
1905 

All rights reserved 





CONGRESS 


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Copyright, 1905, 
By THE MACMILLAN COMPANY. 



Set up and electrotyped. Published May, 1905. 



I believe that the school is primarily a social institution. 

I believe that education is a process of living, and not a preparation 
for future living. 

I believe that the school must represent present life, — life as real and 
vital to the child as that which he carries on in the home, in the neigh- 
borhood, or on the playground. 

I believe that the school life should grow gradually out of the home 
life, — that it should take up and continue the activities ivith which the 
child is already familiar in the home. 

I believe it should exhibit these activities to the child, and reproduce 
them in such ways that the child will gradually learn the meaning of 
them, and be able to play his own part in relation to them. 

I believe that the social life of the child is the basis of concen- 
tration, or correlation, in all his training or growth. The social 
life gives the unconscious unity and the background of all his efforts 
and all his attainments. 

— From "My Educational Creed." Professor John Dewey. 



The authors desire to acknowledge their obligations to 
Mrs. Fannie M. Jones, late Principal of the Laurel School, 
Minneapolis, who read the manuscript and made many helpful 
suggestions ; and to whom credit is due for the illustrative 
drawings and cuttings used throughout the book. 

M. L. GILMAN. 

E. B. WILLIAMS. 



SUGGESTIONS TO TEACHERS 

This little book is the outcome of our personal work with 
little children, supplemented by gleanings here and there 
during several years of supervision. 

The plan aims at simplicity. It includes : — 

1. A series of simple kindergarten paper folding. 

2. A series each of strip work and of pencil check work 
based on one and two inch strips and squares. Objects made 
similar to Series I. 

3. A series in drawing and cutting circles. 

4. A series combining strips and circles. 

5. A series doing away with help of folds and pencil checks. 

6. Home work — simple application of principles in making 
clothing or furniture for dolls. 

7. Freehand and illustrative cutting. 

8. Poster work. 

9. Sand table and clay work. 

10. Things to make for special days. 

11. Development of a playhouse. 

12. Directions for helpful seat work. 

13. Primitive industrial work. 

The mechanical system of paper folding and checking gives 
the child a working basis by which later he makes and invents 
gifts for his friends and furniture for his playhouse. 

The work outlined above, being legitimate school ivorJc, should 
have a definite place on the program, as it furnishes a motive 

7 



8 SUGGESTIONS TO TEACHERS 

for reading, language, writing, spelling, and number, — making 
the " three R's " tools in the child's education, as they ought to 
be, rather than ends in themselves. 

The schoolroom thus becomes to the child a place where he 
lives a real life* — where he does things as real to him as our 
doings are to us. 

Material: — 

Material may be had in abundance, even if not found among 
the school supplies, by getting the necessary things from the 
children themselves. 

Call upon them to bring from home paper, cord, ravelings 
of yarn, carpet, and matting, bits of cloth, and other things 
that are required. 

By purchasing "print" paper, either in the form of "tab- 
lets " or cut up into sheets, much can be obtained at a small 
expense. 

If the children contribute a few cents each month, the school 
can be well supplied with all the material necessary, as , clay, 
manila tag, a heavy folding paper in pleasing colors cut in 
squares. Scissors may be brought from home if not furnished. 

Use the media of expression best suited to the subject, 
e.g. in illustrating "The Three Bears" one may use paper, — 
either cutting freehand or making objects, as beds and chairs, 
according to the mechanical plan, as folding or checking, — 
or children may be furnished clay. 

The following mechanical plan is acquired little by little by 
the wee ones, and may be begun the first day they enter school. 



CONTENTS 



Suggestions to Teachers 



PAGE 

7 



SERIES I 
Kindergarten Paper Folding 



To fold oblongs or squares 

To fold strips .... 

To fold checks 

To fold a square from an oblong 

To fold a shawl 

To fold an envelope 

To fold a picture frame . 

To fold a Puritan hat 

To fold a boat .... 

To fold a mantelpiece and fireplace 

To fold a box .... 

To fold a cradle 

To fold a needlebook 

To fold a table 

To fold a bureau 

To fold a chair 

To fold a house or barn . 

To fold a tower or chimney . 

To fold a match box 

To fold a lantern 

To fold a scissors holder . 

To fold a bookmark 

To fold a sailboat . 

To fold an envelope 

To fold a portfolio . 



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CONTENTS 



PAGE 

To fold a bedstead 37 

To fold a box with lid 38 

To fold a wood box with back ........ 38 

To fold a pony cart . . . 39 

To fold a sleigh - 40 



SERIES II 
Measuring and Ruling 1-Inch Strips 



To measure and rule lines one inch apai 
To rule and cut strips 
To measure and rule a bookmark . 
To measure and rule a picture frame 
To measure and rule a yard measure 



43 
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45 
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SERIES III 

Measuring and Ruling 1-Inch Squares 

To measure square inches or checks 46 

A lesson in number .......... 48 

To make designs for borders .49 

To make boxes of different dimensions 50 

To make a 3-inch box with handle 50 

To make a 3-inch box with handle and lid . . . . . .51 

To make a match safe 51 

To make boxes 52 



SERIES IV 
Measuring and Ruling 2-Inch Strips 

To measure and rule 2 -inch strips 53 

Border made from 2-inch strips 54 

Napkin ring made from 2-inch strips 54 

Booklet made from 2-inch strips 55 

Freehand cutting from 2-inch strips 55 



CONTENTS 11 



SERIES V 
Measuring and Ruling 2-Inch Squares 

PAGE 

To measure and rule 2 -inch squares 56 

Use of 2-inch strips in construction of furniture 56 

To make a bird cage 56 

SERIES YI 

Drawing and Cutting Circles 

To draw a circle freehand 60 

To make a circle marker 61 

To make a picture frame 61 

To make a clock 61 

To make a wigwam 62 

To make a calla lily 63 

SERIES VII 
Circles and Strips Combined in Making Boxes 

To make a circular box with lid and handle 64 

To make a circular basket with handle and lid 65 



SERIES VIII 

Measurements without Aids 

To make a letter case . . . 66 

To make an envelope 66 

To make a comb case 67 

To make a tray 68 

Freehand illustrative cutting 69 

Posters 74 

Work in clay . . . 79 

Use of the sand table 80 



12 



CONTENTS 



Things to make for special days 

Thanksgiving Day . 

Christmas 

New Year's Day 

Washington's Birthday 

Lincoln's Birthday . 

Memorial Day . 

St. Valentine's Day . 

Bird Day and Arbor Day 

Easter 
The playhouse 

Furnishing the kitchen 

Treatment of the walls of the playhouse 

Furnishing the bathroom 

Furnishing the dining room 

Treatment of floors of the playhouse 

Furnishing the living room 

Furnishing the bedroom . 

Draperies for windows and door 

Furnishing the children's room 

The lighting of dwellings 

The heating of dwellings. 

The plumbing of dwellings 

Gardening or farming 

The people of the playhouse . 

The work in the playhouse 
Monday — Washday . 
Tuesday — Ironing day 
Wednesday — -Mending day 
Thursday — Baking and calling day 
Friday — Sweeping day 

A Mother Goose party at the doll house 
Hints on seat work . 

To follow reading lessons 

To follow 7 a story on " Little Red Riding Hood 

To follow board lesson on "Jack and Jill " 



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CONTENTS 13 

PAGE 

To follow board lesson on " Little Boy Blue " 130 

To follow board lesson on the " Three Bears " 130 

To follow a talk on the Puritan maiden . . . . . 131 

To follow a geography lesson 131 

To follow a story on the " Ugly Duckling " . . . . . 131 

To follow talks upon temperature. The weather fla^s . . . 132 

The whirligig and windmill ....... 133 

Industrial work ' . . . 134 

Weaving ............ 135 

Crocheting 137 

Braiding 137 

Wrapping 139 

Raffia rope 139 

Clothespins 139 

The workshop 140 



ILLUSTRATIONS 



PAGE 

Folded book 19 

Folded window 20 

Folded strips 20 

Folded shawl 22 

Folded picture frame 24 

Folded Puritan hat 24 

Folded boat 25 

Folded mantelpiece and fireplace « . .26 

Folded cradle 27 

Rockers for cradle .27 

Folded needlebook 28 

Folded table 29 

Diagram of bureau 29 

Folded bureau 29 

Diagram of chair 30 

Folded chair 30 

Folded house or barn 31 

Folded tower or chimney . . . . . . . . .32 

Folded lantern 33 

Folded scissors holder 34 

Folded bookmark 34 

Folded sailboat 35 

Diagram of envelope 35 

Folded envelope 36 

Diagram of portfolio 36 

Diagram of bedstead 37 

Folded bedstead 37 

Diagram of box with lid 38 

Folded box with lid 38 

15 



16 



ILLUSTRATIONS 



Diagram of box with back 
Folded box with back . 

Folded pony cart 

Folded sleigh 

Objects drawn within checks . 

Ornamental border — from checks . 

Three by one inch box with handle — from checks 

Three-inch box with handle — from checks 

Match safe — from checks 

Napkin ring — from strips 

Words written in strips .... 

Garden tools cut from strips . 

Words written within checks . 

Bird cage folded from checks and strips 

Circle marker ..... » 

Picture frame from circle 

Clock from circle 

Wigwam from semicircle 

Calla lily — folded 

Circular box with lid and handle — from circles and str 
Circular basket with lid and handle — from circles and 

Folded letter case 

Folded envelope . 

Diagram of envelope '. 

Folded comb case 

"The Lamplighter" — cut from paper, freehand 

Dog and sleigh — cut from paper, freehand 

Teaching " Fido " to jump — cut from paper, freehand 

Teaching "Fido" to "beg" — cut from paper, freehand 

Kite-flying — cut from paper, freehand . 

" Hey Diddle Diddle " — cut from paper, freehand 

Dolls — cut from paper, freehand .... 

Landscape — colored poster ..... 

Landscape and duck hunter — colored poster 

Little Red Riding Hood goes to grandmother's — colored poster 

jffittle Red Riding Hood meets the wolf — colored poster 



ips 

strips 



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ILLUSTRATIONS 



17 



Calendar — drawing 
Flag — drawing .... 
Soldiers' caps — cut from paper 
Hatchet — cut from reaper 
Soldiers — cut from paper 
Valentine — cut from paper . 
Valentine folded and painted 
Row of hearts — cut from paper 
Cocoon and butterfly — cut from paper 
Interior of playhouse with doll family 
Bathroom paper .... 
Hall paper . 

Bedroom paper .... 
Dining or living room paper . 
Diagram of bath tub 
Folded bath tub . . . - . 
Diagram of wash-bowl stand . 
Folded wash-bowl stand . 
Cardboard loom .... 
Clothesline and wash — cut from paper 
Girl ironing — cut from paper 
Girl sweeping — cut from paper 
Fair-weather flag .... 
Rain or snow flag .... 
Local rain or snow flag . 
Temperature flag .... 

Whirligig 

Woven strips 

AVoven mat 

Carpet yarn and silkaline rugs 

Crocheted chains .... 

Suggestion for use of crocheted chains 

Hats, mats, and baskets made of braided or wrapped raffia 

Rope of wrapped raftia . 

Basket of wrapped raffia . 



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1*25 

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SERIES I 

KINDERGARTEN PAPER FOLDING 

TO FOLD OBLONGS OR SQUARES 

Materials : print paper, either 6 by 8 inches or 6 inches 
square. 

General Directions. — Each child has a sheet of the paper 
placed lengthwise on his desk. 

The teacher also has a sheet of the same paper, which she 
folds in the presence of the class, as she dictates. Children 
follow her directions. 



Exercise 1 

Dictate : — 

Find upper edge. 

Find lower edge. 

Find the right edge. 

Find the left edge. 

Touch the upper left corner. 

Touch the lower left corner. 

Touch the upper right corner. 

Touch the lower right corner. 

Place the left hand on the paper. Hold. 

With the right hand take the upper right 
corner. 

Fold the right edge to meet the left 
edge. Crease. Open. Lift. What have you ? 

19 




Fig. 1. 



(Fig. 1.) 



20 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



Child answers: "A book." Teacher talks about book: 
"Play read your book. — Play sing from your book/' 

Child may fold other 
sheets and make a booklet. 

Another Lesson. — Re- 
peat above directions to 
" crease." Open. Do not 
lift. 



Dictate : — 

With the right hand fold 
lower edge to meet the up- 
per edge. Crease. Open. 
Lift. What have you ? 
Child may say "a window." 

If so — "What do you see through the window? — How 

many panes in your window?" (Fig. 2.) 



Fig. 2. 



Exercise 2 

TO FOLD STRIPS 

Dictate: — 

Fold the lower edge to 
meet the upper edge. Crease. 
Open. 

Fold the lower edge to 
meet the center. Crease. 
Open. 

Fold the upper edge to 



Fig. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 21 

meet the center. Crease. Open. How many strips have 
you? (Fig. 3.) 

The strips may be put to a variety of uses ; as, mat weaving, 
making of chains, etc. 

Any kind of soft paper will answer for the first lesson, but 
after the children have acquired some facility in folding, then 
use paper of a better quality, and prettily colored as well. 

Exercise 3 

TO FOLD CHECKS 

Materials: same as in Exercise 1. 

Repeat directions for folding strips. 
Dictate : — 

Fold right edge to meet left edge. Crease. Open. 

Fold right edge to meet center. Crease. Open. 

Fold left edge to center. Crease. Open. What have you 
made ? 

Suggestive Questions. — How many oblongs have you made ? 

How many in the top row ? 

How many in the right hand row ? 

How many in the two middle rows ? 

The making of strips and checks may be done again and 
again before taking up the next exercise, and the paper used in 
little lessons, as indicated below in 1, 2, 3, 4, and 5. 

1. Write lists of words. 

2. Make figures. 

3. Make pictures. 

4. Illustrate words. 
. 5. Trace circles. 



99 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



Exercise 4 



TO FOLD A SQUARE FROM AN OBLONG 

From the square to make : shawl, tablecloth, napkin. 
Materials : print paper 6 inches by 8. Scissors. 

Dictate : — 

Place paper lengthwise on desk. 

Find the upper edge. 

Find the lower edge. 

Find the right edge. 

Find the left edge. 

Touch the upper left corner. 

Touch the lower left corner. 

Touch the upper right corner. 

Touch the lower right corner. 

Place the left hand on the paper. Hold. 

With the right hand take the upper right corner. 

Fold the right edge to meet the lower edge. 

Hold in place with finger of left hand. Crease. 

Lift the paper. 

Fold the left side under from the corners. Crease. Open. 

Cut off the strip. 

What have you left? A 
square. A 6-inch square. 

TO FOLD A SHAWL 

Dictate : — 

Fold a square as in Exer- 

Fig. 4. cise 4. 




SEAT WORK AND INDUSTRIAL OCCUPATIONS 23 

Fold and crease diagonally. (Fig. 4.) 

The objects shown are meant to be suggestive only. The 
teacher can adapt them to the general work being done. For 
example, at Thanksgiving time the square may be a Puritan 
kerchief, or apron, etc. 

Exercise 5 

APPLICATIONS AND DEVELOPMENT FROM EXERCISE 4 
TO FOLD AN ENVELOPE 

Materials : print paper, scissors. 
Dictate : — 

Fold and cut to form a 6-inch square. 

Fold lower to upper edge. Crease. Open. 

Fold right to left edge. Crease. Open. 
- Cut along creases. Four 3-inch squares result. 

Place one of the 3-inch squares with a corner toward 
you. 

Fold lower corner to center. Crease. 

Fold right corner to center. Crease. 

Fold left corner to center. Crease. 

What have you now ? An envelope. 

TO FOLD A PICTURE FRAME 

Dictate : — 

Fold as for envelope. 

Lift the upper corner to meet upper fold. Crease. 

Lift the lower corner to meet lower fold. Crease. 



24 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



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JyC ^TnEO" 









Fig. 5. 



Lift right corner to meet 
right fold. Crease. 

Lift left corner to meet 
left fold. Crease. (Fig. 5.) 

TO FOLD A PURITAN HAT 

Dictate as for envelope. 
Close the envelope. 
Turn envelope over (ready 
to address). 

Fold lower edge of square 
to meet the upper crease. 
Fold right hand corner to meet middle of upper edge. 
Fold left hand corner to 
meet middle of upper edge. 
Newspapers or large pieces 
of wrapping paper folded 
in this manner will make 
caps — soldier caps — large 
enough for children to wear 
on patriotic days. A red, white, and blue cockade may be 
added. (Fig. 0.) 

TO FOLD A BOAT 
Use square paper. 

Dictate : — 

Fold paper into 16 checks. (By this time the child should 
be able to fold oblong or square paper into 16 checks with- 
out detailed directions.) 




Fig. 6. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 25 

Without opening paper, turn it over. 

Find lower right square (double square). 

Fold lower right hand corner to meet opposite corner. . 

Find upper right hand square (double square). 

XT'- 

Fold upper right corner to meet opposite corner. 

With left hand find lower square. 

Fold lower left corner to meet opposite corner. 

Do the same with upper left square. 

Find upper edge of figure and fold to meet lower edge. 

Crease. Open; boat. (Fig. ^ ^___ 

7.) 





In all folding keep the 
paper in one position and let 
each hand do the work near- 
est it ; otherwise, when the paper is turned, the right hand 
does all of the work. 

Exercise 6 

TO FOLD A MANTELPIECE AND FIREPLACE 

Materials : paper 6 inches square, scissors. 

Dictate : — 

Fold paper into 16 checks. 

Cut out four squares from middle of loAver half; or, cut on 
first crease, on right side, up two squares. 

Cut on middle crease, to the left, tw r o squares. 

Cut on left crease down two squares. 

How many small squares have you cut out? How many 
large squares ? 



26 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 




Fig. 8. 

What have you made ? (Fig. 8.) 

As children get more skill this mantel can be cut from 
diagram drawn on blackboard. The shelf is made by folding 
the upper edge from the first crease, pasting, and turning out. 

For Christmas add stockings, etc. Cut stockings freehand. 
Paste in. 

A fender, sticks of wood, tongs, etc., may be added. 

Square may be used for cornucopia at Christmas time. 

Exercise 7 

TO FOLD A BOX 

Materials : folding paper 6 inches square, paste, scissors, 
inch tablet. 
Dictate : — 

Fold paper into 16 checks as for fireplace. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



27 



At the corner cut along one crease the length of one square. 
Turn the loose square inside and paste or sew to form 
corner and sides of box. 

Suggestive Questions. — How many squares in bottom of box? 
In each side? * 

TO FOLD A CRADLE 
This is a simple variation of the box. 




tv 4- ♦. FlG - 9 - 

Dictate : — 

Fold the paper into 16 checks as before. 

Cut off one row of 4 small checks. 

At each corner cut along crease the length of one check. 

Lap and paste as before. 

Fold the strip cut off in 
two. 

Cut one edge into circular 
form. 

Use for rockers. Paste 
on. (Figs. 9 and 10.) 





Fig. 10. 



28 



SKAT WORK ANT) INDUSTRIAL OCCUPATIONS 



TO FOLD A NEEDLEBOOK 

Materials : folding paper, 6 by 8 inches. Thin paper for 
lining. Paste, scissors, needle, worsted, inch tablet. 

Dictate : — 

Fold nearer edge to farther edge. Crease. Open. 
Tear or cut along crease. 

Take one of the pieces,- fold left edge to right edge. 
Crease. Open. This makes back of needlebook. 
Place needlebook with fold to the left. 
Place one-inch tablet in center, with a corner toward you. 

Trace around it with colored pen- 
cil for decoration. 

Cut lining of thin paper same 
size as cover. 
Paste in. 

Cut from thin paper two smaller 
leaves for needles. 

Fasten in with worsted. (Fig. 

no 

The other half of the paper 
should be kept for another exercise. Economy is one of the 
important lessons to inculcate. 

Library, paste in tubes is most convenient for use in the 
schoolroom. If greater economy must be practiced, paste may 
be made of flour. Children will be delighted to make it at 
home. 

Use some of the little squares, cut by the children, for 
paste plates, turning up the edges ; toothpicks for brushes. 




Fig. 11. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



29 



Exercise 8 

TO FOLD A TABLE 

Materials : folding 
paper, 6 inches square, 
scissors, paste. 

Dictate : — 

Fold paper into 16 
checks. 




Fig. V. 



At each corner, beginning at lower left corner, cut up first 

crease the length of one square. 
Lap loose pieces. This makes 
a box. Paste. 

Cut out sides and ends, mak- 
ing legs of any style. (Fig. 12.) 



Fig. 13. 
TO FOLD A BUREAU 

Materials : same as for 
table. 

Dictate : — 

Fold "*L6 checks or squares. 




Fig. 14. 



Make a box as above. Draw handles. (Figs. 13 and 14.) 



30 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



TO TOLD A CHAIR 
Dictate : — 

Fold paper into 16 checks. 

Cat off right hand row (T checks). 

Cut off lower row (3 checks). 

Cut up each crease on lower row (1 check). 

Cut along upper row from right to left (1 check), 

Cut same from left to right. (Fig. 15.) 

Lap and paste. (Fig. 16.) 



rv\n 
















S 





Fig. 15. Fig. 16. 

From material left, children may cut dolls to sit in chair. 

Always let children use left-over material as they please. 

There is an opportunity here in making chairs for children 
to exercise their inventive faculty in forming the backs and 
rounds. They will show considerable capability in this direc- 
tion if encouraged to do so. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



31 



By a simple variation of the above, a lounge will be the 
result, cutting off the first row of squares. Make an oblong 
box, leaving one check to stand upright for head of lounge. 



Exercise 9 

TO FOLD A HOUSE OR BARN 
Materials : sheet of folding paper, scissors, paste. 




Dictate : — 

Fold into 16 oblongs. 

On the short sides at each crease, cut the length of one 
oblong. 

Lap the middle oblongs to form the gables. Paste. 

Lap the loose oblongs over the gables. Paste. 

Cut out doors and windows. (Pig. 17.) 



32 SEAT WORK AND INDUSTRIAL OCCUPATIONS 



<t 



TO FOLD A TOWER OR CHIMNEY 
Take paper T inches by 6 inches. 




TV .. Fig. 18. 

Dictate : — 

Place with a short edge in front. 

Fold front edge to back. Open. 

Fold front edge to middle. Open. 

Fold back edge to middle. Open. 

Fold front edge to top crease. Open. 

Fold back edge to lower crease. Open. 

Smooth out the middle crease. 

Lap large oblongs at ends over each other and paste. 

If for tower, notch top in imitation of stone. 

If for chimney of blacksmith's shop, put it on the side of 
the building opposite the door. Cut door the same as for 
barn. (Fig. 18.) 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



33 



. TO FOLD A MATCH BOX 

Materials : sheet of stiff folding paper 6 inches square, 
scissors, paste. 

Dictate : — 

Fold into 16 checks. On the upper' row cut out corner 
checks. 

On each side cut along third and fourth rows the length of 
one check. 

Fold to make box with lid. Paste. 

After children have learned to fold 16 checks or ob- 
longs, they may make from this an infinite variety of objects 
— either from oral or written dictation, or from diagram. 

Objects of this kind will suggest themselves to the teacher 
and to the child. 



TO FOLD A LANTERN 
Material: Any kind of colored paper. 

Take a square of paper. 

Dictate : — 

Fold once through center. 

Through the fold slash (at intervals 
of |- to J inches) to the opposite side, 
perhaps ^ inch from the edge. 

Open. Paste together. 

Paste on handle. (Fig. 19.) 




Fig. 19. 



34 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 




Fig. 20. 



TO FOLD A SCISSORS HOLDER 

Material : heavy paper. 

Dictate: — 

Children cut a 4-inch square. 

From upper right hand corner place dot 1| 
inches down on right hand edge. 

On upper edge place a dot 1J inches from 
upper right hand corner. 

From first dot and lower left hand corner 
of square fold paper up. Crease. 

From the same corner and second dot fold 
the paper down. Crease. Paste. (Fig. 20.) 

A cornucopia can be made in same manner, 
using a larger square if desired. 



^. TO FOLD A BOOKMARK 

Dictate : — 

Take a square of paper, fold into window form (4 squares). 

Open into book form. 

Place crosswise on the desk with 
the open edges clown. 

Fold upper right hand corner to 
meet diagonal corner. Fig. 21. 

Repeat with the upper left hand corner. (Fig. 21.) 




TO FOLD A SAIL BOAT 



Dictate : — 

Take a square of paper 8 by 8 inches. 
Fold into 16 squares. Open. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



35 



Fold the large square on 
both of its diagonals. Open. 

Fold the corners to meet 
in center of square. Open. 

Fold the lowest row of 
squares up to the middle. 

Turn in the double cor- 
ners at each end of the 
double fold. This makes 
the boat. 

Turn the paper over. 




Fig. 22. 



Fold the right hand row of squares to the middle. 

Fold the left hand row 
of squares to the mid- 
dle. This, forms the sail. 
(Fig. 22.) 

Children like to cut 
out a man to stand in 
the boat. 



Fig. 23. 



TO FOLD AN ENVELOPE 

Material : Paper checked 
6 by 8 inches. 

Dictate : — 

Place vertically on 
desk. 

Beginning at the bot- 
tom, at the right side, 
cut off 3 inches. 



36 SEAT WORK AND INDUSTRIAL OCCUPATIONS 




Fig. 24, 



Paste laps. 
Cut envelope lap 
to suit. (Fig. 24.) 



TO FOLD A 

PORTFOLIO 

Material: Paper 
checked 9 by 6 
inches. 

Dictate : — 

Place vertically on 
desk. 

Fold bottom up 3 1 
inches. Unfold, 

From lower cor- 
ners cut up and off 
strips | inch by 3| 
inches long. 



Beginning at the bottom, 
at the left side, cut off 3 
inches. (Fig. 23.) 

Fold bottom up 3 inches. 

Find inch lap. 

Cut off |- inch on each 
side of lap. 

Fig. 25. 



: 1-- • X 1 . _, 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



From upper corners cut 
down and off strips J inch 
by 2 inches long. 

Paste laps. (Fig. 25.) 

TO FOLD A BEDSTEAD 

Take paper of any size or 
kind. 

Dictate : — 

Check into 16 oblongs. 

At each end cut up the 
length of one oblong at the 
first and third fold. 

Lap the loose oblongs to 
make the ends of bedstead. 

Turn up the other two 
oblongs to form head and 
foot of bed. (Fig. 26.) 






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JlXJX/VU 



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cJteff. 




Fig, 27, 



Fig. 26. 

These can be left as 
thej^ are, or one cut off to 
make the foot lower than 
the head, or they can be 
cut to any shape desired. 

The same with the 
sides and ends ; they can 
be left solid or cut out 
to form legs. (Fig. 27.) 



38 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



TO FOLD A BOX WITH LID 



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i 


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Fig. 28. 



Take an oblong sheet of 
any kind of paper. 
Dictate : — 

Mark into 16 oblongs. 




Fig. 29. 

Cut off the lower right 
hand corner oblong. 

Cut off the lower left 
hand corner oblong. 

On each side cut between 
each oblong to first crease. 
(Fig. 28.) 



Fold into box form, and turn over lid. (Fig. 29.) 



TO FOLD A WOOD-BOX WITH BACK 
Dictate : — 

Check paper into 16 oblongs. 

Hold paper vertically. 

On right side cut between first and second oblongs to first 

crease. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



39 



On the left side, do the same. 

Find the upper right hand oblong. 

Cut the diagonal from 
the lower right hand cor- 
ner of oblong to the upper 
left corner. (Fig. 30.) 



z 

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i V ; - \ 

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1 

I 1 

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• 4 

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Fig. 30. 




Fig. 31. 



Cut the diagonal of the 
upper left hand oblong to 
correspond. 

Fold into box form ; the 



half oblongs form part of the sides of the box. (Fig. 31.) 



_ TO FOLD A PONY CART 

Dictate : — 

Fold a square of paper into 16 squares. 

Fold and paste as for open box. 

Make with circle marker two circles twice the height of box, 

for wheels. 



40 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



Fasten these wheels on at the center of the sides of the body, 
using half a toothpick for axle. 

Cut two strips about three times the length of the body for 
shafts, and paste on. (Fig. 32.) 




Fig. 32. 

The children may use any little scraps of paper to make a 
seat, — simply a strip folded in bench form. 

They can, too, exercise their own ingenuity, if they are so 
inclined, and cut a pony to stand between the shafts, driver 
on the seat, etc. 

By simply standing another box upright in the back of the 
cart and slanting the sides, a doctor's gig will result. 



^. TO FOLD A SLEIGH 

Dictate : — 

Fold an oblong sheet of paper into 16 oblongs. 

Hold with long side toward you. 

Beginning at the lower right hand corner, cut along first 

oblong to crease. 

Do the same at each of the other corners 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



41 



At one end cut off half of the first i v ow of oblongs. Let this 
end be the front of the sleigh. 

At the other end, or back, cut off diagonally one half of each 
corner oblong. 

Fold into box form. 

Paste the back and sides together. 

Fold the front corner oblongs alon^ their diagonals. 

Paste to the sides along these diagonals. 

This Avill make the dashboard. 

For the runners, take two strips of paper the length and 
width of the sides of the sleigh. 

Fold through the middle lengthwise. 

Open, and cut the runners, freehand. Cut one long one or 
two short ones, or bobs, for each side. 




V- 



Fig. 33. 

Paste under body of the sleigh. (Fig- 33.) 

By slightly varying this same box form and adding wheels, 
a farm wagon, a carriage, or other vehicle may be made. 

By placing another box upright in one end and slanting the 
sides, a covered carriage will result. A doll or baby carriage 
can be made in the same manner. 



SERIES II 

MEASURING AND RULING 1-INCH STRIPS 

In this series definite measurement is taught ; also, the use 
of the ruler. 

The child should always have at hand an inch tablet and 
circle (perhaps, too, a 2-inch tablet and circle), also a card- 
board ruler. It is better not to give the child a ruler 
divided into inches ; at least inches should not be used un- 
til later. The child should learn the inch by use of his 
tablet. 

That is, he makes rows of square inches by tracing around 
his tablet. To add interest, these squares may be used in 
various ways, — arranged as designs, cut out and pasted, or 
strung on raffia for decorations. 

The child should learn to use the inch tablet as a measure 
in placing dots one inch apart along one edge of his paper, 
then along the opposite side. 

These dots he connects by his ruler (a strip of cardboard), 
and his paper is ruled. 

Now he may write upon it, make figures, or draw pictures, 
as desired. 

This ruling should be done daily. The child may use the 
paper in various ways for his work. (See suggestion in 
Series III.) 

42 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 43 

Exercise 1 

TO MEASURE AND RULE LINES ONE INCH APART 

Materials: sheet of print tablet paper any size, inch tablet 
or inch cnbe, ruler, lead pencil. 

Dictate : — 

Place paper lengthwise on desk. 

With the inch tablet, or inch cube, for a measure, mark with 
dots the inches on each side. 

Lay the ruler on the two upper dots. Hold firmly with the 
left hand. 

Draw a line from left to right. 

In the same manner connect each pair of dots. 

Suggestive Questions. — How many inches did you mark off 
on the left side ? 

On the right side ? 

How many lines have you drawn ? 

How many strips can you see ? 

Practice this measuring with inch tablet until some degree of 
facility is obtained. 

Exercise 2 

Same exercise as No. 1, only making use of stiff paper. 
Exercise 3 

TO RULE AND CUT STRIPS 

Materials : sheet of print or colored paper. 
Dictate : — 

Inch strips measured and ruled, as in Exercises 1 and 2. 



44 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Cut along the lines, making three strips to be used in weav- 
ing and in making chains. 

Exercise 4 

TO MEASURE AND RULE A BOOKMARK 

Give the children an oblong of colored paper 3 by 7 
inches. 

Dictate : — 

Place horizontally on the desk. 

Fold lower edge to meet upper edge. Crease. 

With inch tablet mark at each end one inch from fold. 

Place dots. 

Connect the dots with a horizontal line. 

Mark this line in inches, using the inch tablet for measure. 

In the same manner measure and mark fold. 

Connect opposite dots with vertical lines. 

Cut along the vertical lines to the horizontal line. 

Cut a strip about 2 by 7 inches of prettily contrasting 
paper. 

Weave this strip through the slashes of the other paper. 

This bookmark can easily be varied as the children gain 
power. For instance, it can be cut into half inches and woven 
as before. Then, too, the cutting may be diagonal and the 
result will be more pleasing. Again, the cutting may be a 
simple or a compound curve. But in these cases the teacher 
should illustrate on the blackboard the cutting she wishes to 
have. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 45 

Exercise 5 

TO MEASURE AND RULE A PICTURE FRAME 

Material : stiff folding or colored paper. 

Dictate: — ■ 

Measure and cut, as in preceding exercises, into inch strips. 

Corners of frame may be fastened with cord or paste, or may 
be sewed together. 

Lay the frame over a picture, and paste both together. 

The following application will be both interesting and useful : 

TO MEASURE AND RULE A YARD MEASURE 

Material : a strip of muslin or tape, 1 inch wide and 36 
inches long. 

Dictate : — 

Measure the strip into inches with the tablet, and mark each 
plainly with a line. 

Roll on spool. 






SERIES III 

MEASURING AND RULING 1-INCH SQUARES 

Up to this point the children have been taught to measure 
strips only. Now they advance another step and learn that 
things can be measured in two directions, and the square or 
check, if that term is preferred, is introduced. 

Exercise 1 

TO MEASURE SQUARE INCHES OR CHECKS 

Materials: print tablet paper, ruler, pencil, inch tablet or 
inch cube. 

Dictate : — 

Measure as in preceding exercise and draw the horizontal 
lines. 

Measure and mark inches along upper edge. 

Same along lower edge. 

Connect opposite dots with vertical lines, using the ruler, 
and you have paper checked in square inches. 

Interesting use can be made of this checked paper in the 
" seat work," in a variety of ways, some of which are suggested 
below. 

Children will soon be able to originate many ways to fill 
the squares after the teacher has given a few illustrations ; 
but such directions as, " Write the new words we learned 

46 






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s&E 







JS 



D 

n 



_XL 



a d 








x 



r £-» 




H SLX3~sv\ 





Fig. 34. 



48 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

to-day"; ,fc Make a picture of the things we read about this 
morning,"' etc.. will bring the best results. 

Also fill with names of objects or pictures to illustrate them. 
(Fig. 84.) 

The paper can be used also in number work. 

Suggestive Questions : How many 2-inch squares on your 
paper ? 

How many in the first row ? 

How many square inches in the upper row of squares? 

Cut from your paper a square which shall contain four 2-inch 
squares. 

Cut an oblong 2 inches wide by 6 inches long, etc, 

Cut a 2-inch square. 

Cut a 3-inch square. 

Cut a 4-inch square. 

Exercise 2 

A LESSON" IX NUMB Ell 

This exercise is to be given either from oral or board dicta- 
tion, according to the ability of the class. If the children can 
read readily, and have power to follow directions unaided, then 
this is an excellent exercise for seat work ; but if they are not 
aide to do the work independently, it must be a class exercise 
dictated by the teacher. 

The exercise combines practice in measuring with observa- 
tional number work. 

Materials: paper, ruler, pencil, scissors, inch tablet. 

Measure the paper and mark into squares, as in previous 
exercises. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



49 



Dictate : — 

Cut a 2-inch square from the upper left, corner. 

Cut a 3-inch square from the lower left corner. 

From upper right corner, cut a 5 by 4-inch oblong. 

From strip remaining at bottom, cut as many 2-inch squares 
as you can. 

Suggestive Questions : In the . 3 -inch squares, how many 
squares ? 

How many square inches ? 

Show a third of the square inches. 

After finishing the number lesson, the pieces may be used by 
children as they please. They will probably, from previous 
instructions, make boxes and furniture. 



Exercise 3 

Make a sheet of square inches as before, using stiff paper. 




Fig. 35. 



50 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



Use for number lesson as in preceding exercises ; or, cut the 
sheet into square inches and use the squares in laying designs 
for mats and borders. (Fig. 35.) 



Exercise 4 

TO MAKE BOXES OE DIFEEREXT DIMEXSIONS 

Material : stiff paper checked into inch squares. 

Dictate : — 

Cut to make a 1 by 1 inch box. 

2 b}^ 1 inch box. 

3 by 1 inch box. (Fig. 36.) 
-1 by 1 inch box. 

5 by 1 inch box. 

6 by 1 inch box. 
All without covers. 

These boxes can be used in illustrating number according to 
the Speer Method. 







r 


\ 


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\ \ i^\ 












Fig. 36. 



Fig. 37 



TO MAKE A 3-IXCH BOX WITH HAXDLE 

Make as above, and cut a strip for the handle. Paste on. 
(Fig. 37.) 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



51 



TO MAKE A 3-INCH BOX WITH HANDLE AND LID 

Dictate : — 

1. Cut from the checked paper an oblong 5 by 4 inches. 

2. Fold to make the box, leaving upper row of checks to 
fold over for lid. 

Any of the boxes can be made by these directions, allowing 
2 inches more in length than the completed box is to be ; 
that is, a 4-inch box will require paper 6 inches long, the extra 
length being needed to make the ends. Boxes may also be 
made to hold different-sized blocks, and children may help in 
dictation. 

Exercise 5 

TO MAKE A MATCH-SAFE 



Material : stiff and col- 
ored paper, sandpaper. 

Dictate : — 

Make a 6-inch square 
of the paper. 

Make a 2-inch open 
box and paste it in the 
center of third row of 
square inches in the 6- 
inch square. 

Cut and paste a 2-inch 
oblong of sandpaper be- 
neath. (Fig. 38.) 



Fig. 38. 



52 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Exercise 6 

TO MAKE BOXES 

Material : stiff paper checked an inch square. 

Make boxes 2 by 2 inches on bottom. 

3 by 3 inches on bottom. 

4 by 4 inches on bottom, etc. 
Make boxes any height desired. 

The teacher may often make use of the pupils' help in dicta- 
tion. For example, suppose the size of the box to be made is 
2 by 3 by 1 inch. 

Child has tablet paper checked in square inches. 

Teacher says : "We will make a box to hold a block 2 by 3 
by 1 inch. 

"How many square inches needed on the bottom of the 
box ? " 

Answer: "6 square inches." 

"Find this." 

" How high is the box to be? " 

Answer : " 1 inch." 

" The size of the paper for this box must be what ? " 

Answer: "4 by 5 inches." 

"Finish box." 



SERIES IV 

MEASURING AND RULING 2-INCH STRIPS 

Up to this exercise the inch, either linear or square, has been 
the unit of measurement, and the children have become famil- 
iar with both. They have also gained some facility in measur- 
ing inches with a ruler. They now advance another step, and 
take two inches as a unit of measure. 

Exercise 1 

To place by measure dots 2 inches apart at sides of paper 
and connect with ruled lines. 
Use print tablet paper. 
Measure either with a 2-inch tablet or with the ruler. 

Exercise 2 

Material: Print tablet paper measured and ruled into 2-inch 
rows. 

The paper may be used in various ways. For example, lists 
of words may be written in the rows, as on the following 
page. Other uses will occur to the teacher, or perhaps to 
the children. They should be encouraged to use their inge- 
nuity. 

53 



54 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



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Exercise 3 

After some facility is gained by practice with material easily 
manipulated, then a different material, not so easily handled, is 
given, and the exercise repeated. This cultivates dexterity of 
the hand and develops the judgment. 

This exercise is a repetition of Exercises 1 and 2, stiff paper 
being used instead of the print. 



Exercise 4 

Border 2 inches wide made of stiff paper and ornamented 
with inch squares of colored paper may be 
made. (See Fig. 35.) 

Napkin rings may also be made and deco- 
rated in the same way. (Fig. 89.) 

This exercise admits of many pleasing 
Fig. 39. variations. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 55 

Another article which may be made is a booklet with pages 
2 inches square. 

For cover, use stiff paper 2 by 4 inches. 

Fold to form a double 2-inch square. 

For pages, use print or any thin paper, fastened in with a 
stitch of colored worsted or cord. 



Exercise 5 

FREEHAND CUTTING 

Freehand cutting from 1 and 2-inch strips of any kind of 
paper makes an interesting and useful exercise. Some articles 
which may be cut are suggested below. (Figs. 40 and 41.) 




Fig. 40. 



Fig. 41. 



SERIES V 

MEASURING AND RULING 2-INCH SQUARES 

Exercise 1 

Measure and rule paper in 2-inch squares. 

Use in various ways. (See Fig. 42 ; see also Fig. 34.) 

Exercise 2 

Material : Stiff paper measured and ruled, as in previous 

exercise. 

Make use of all the left-over material, to teach economy. 
Dse in constructive work, such as making chairs, bureaus, 
tables, etc.. as in Series I and II. 

Ex&rcise 3 

TO MAKE A BIRD CAGE 

This exercise should be class work, the dictation being 
partly oral and partly indicated on the board. 

Materials : Folding paper checked in 1-inch squares, scissors, 
needle, worsted. 

Dictate : — 

Cut a strip 6 inches long and 2 inches wide (for sides of 

cage). 

56 



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57 



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Fig. 43. 

58 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 59 

Cut a 2-inch square. Fold diagonals (for top of cage). 

Cut a 3-inch square. Fold up -J inch on each side (for tray 
of cage). 

Fold the strips through the middle lengthwise. Slash as 
for lantern. Cut out every other fold. Open. 

Fold the strip again crosswise into two equal parts. Crease. 
Fold each part again. Crease (for sides of cage). Fasten 
together with worsted. 

Fasten sides to the bottom of tray with worsted. Use 
needle. Show how. Draw a loop of worsted through the 
center of top at intersection of diagonals. Fasten top to 
sides; ends of diagonals to corners with worsted. (Fig. 43.) 






J 



SERIES VI 

DRAWING AND CUTTING CIRCLES 
Exercise 1 

Practice at first by drawing around 1, 2, and 3-inch circular 
plinths or tablets, and cutting out until the children are able 
to cut out a smooth circular line. 

Follow with practice in drawing and cutting circles 2, 3, and 
4 inches in diameter. 

In drawing the circles, use a circle marker, or place dots 
to measure and draw freehand, giving the following direc- 
tions : — 

To draw a 4-inch circle, — 

Place a dot on the paper. 

Place a dot 2 inches above the first dot and in a line 
with it. 

Place a dot 2 inches below the first dot and in a line 
with it. 

Place a dot 2 inches to the right of first dot and in a line 
with it. 

Place a dot 2 inches to the left of first dot and in a line 
with it. 

Place the pencil on the lowest dot, and draw to the left 
and around through each dot without changing the position 
of the hand. 

60 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



61 



TO MAKE A CIRCLE MARKER 



Take a strip of paper 1 inch wide. Beginning J inch 
from the end, mark it off into inches and half inches. 



Fig. 44. 



To use the marker, put pencil through the middle opposite 
the first marking ; put a pin through the middle of the marker 
at any desired radius ; thrust the pin through the drawing paper 
and move the pencil around to draw the circle. (Fig. 44.) 



TO MAKE A PICTURE FRAME 

Take an oblong or square, \ 
any size, of stiff paper. In 
the center mark out a circle 
any size to suit. Cat out 
circle. (Fig. 45.) 

TO MAKE A CLOCK 

Materials: stiff paper for 
the face, colored paper for 
the pendulum, black or col- 
ored paper for the hands, 
worsted or cord. Fig. 45. 

With the circle marker draw a '6-inch circle. Inside of this 
circle draw a 3-inch circle, In the ring: so made write the 




62 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 




6 



letters for the hours about 1 inch apart. 
Cut the hands in arrow shape, — the 
hour hand 1 inch long and the minute 
hand 2 inches long. Paste on. 

For the pendulum, cut two circles 1 
inch in diameter, of colored, paper, and 
paste between them one end of a cord 
or worsted 12 inches long. 

Attach the other end of this cord, by 
pasting or sewing, to the center of the 
back of the clock. 

Make a loop of the cord, — any length, 
— fasten at "XII," to hang the clock 
by. (Fig. 46.) 

Learn "Hickory, Dickory, Dock." 

Exercise 2 - 

TO MAKE A WIGWAM 



Material : Any kind 
of paper. 



Fig. 46. 

Dictate : — 

Make a 6-inch circle. 

Cut it into halves. 

Take one half; double it. 

Cut a small half circle around 
the point. Open. 

Lap the ends and paste down 
about two inches. 

Turn the loose part back to form flap. 




SEAT WORK AND INDUSTRIAL OCCUPATIONS 



63 



TO MAKE A CALLA LILY 



Make and fold a square of white paper as for scissors holder. 
(See Fig. 20.) 

Do not paste. 

Cut from yellow paper a strip 4 inches long 
and |- inch wide. 

Cut one end oval shaped. Paste the other 
end of this yellow strip inside of the folded 
corner of the white square. 

Paste the flaps of the square together. 

Cut a strip of light green paper 1 inch long 
and J inch wide. 

Fold lengthwise in two, making it 1 inch in 
width. This will make the stem. 

Place the lower end of lily between the folds 
of green paper, and paste. (Fig. 48.) 




Fig. 48. 



SERIES VII 

CIRCLES AND STRIPS COMBINED IN MAKING BOXES 
Exercise 1 

TO MAKE A CIRCULAR BOX WITH LID AND HANDLE 
Materials : stiff paper, pencil, scissors, worsted, needle 

Dictate : — 

Draw and cut two 3-inch circles. 

Cut a strip 1 inch wide and 11 inches long. 

Cut a strip | inch wide and 
11 inches long. 

Fasten the 1-inch strip to one 
circle to form box. 

Paste the J -inch strip to sides 
for handle. 

Use the other circle for top of 
box. 

Use worsted to fasten sides and 
bottom together. 
The box can be ornamented with simple designs drawn with 
colored crayons or water colors, as suggested in the accom- 
panying illustration (Fig. 49). This will give the children 
an opportunity to exercise their taste and ingenuity, 

64 




Fig. 49. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



65 



Exercise 2 



TO MAKE A CIRCULAR BASKET WITH LID AND HANDLE 



Use stiff folding paper. 

Dictate : — 

Make a 31-inch circle slashed in -| inch to make flaps. 
Make a 3-inch circle. 

The first circle is for the bottom, the second for the lid. 
Cut a 2-inch wide strip for the sides. 



Cut 



J-inch wide strip for the 




handle. 

How long must we have the 2-inch 
strip ? 

Let children exercise their judgment 
in the matter. 

Sides of basket may be ornamented with 1-inch squares of. 
colored paper, with pencil or water color, etc. 

Put basket together by pasting the flaps of the 31-inch circle 
to the sides. (Fig. 50.) 



Fig 50. 



SERIES VIII 

MEASUREMENTS WITHOUT AIDS 

Up to this point the children have made everything by use 
of the squares or checks. Now they are to learn to do without 
these aids, and use outside measurements only. 



TO MAKE A LETTER CASE 




Fig. 51. 



Cut paper 6 by 9 inches, or 6 
by 10, if cap is desired. 

Dictate : — 

Place vertically on desk. 

Place dots 3| inches aboA-e 
lower corners. 

Mark them A and B. 

From A and B fold paper up. 

Tie sides with raffia, or, if 
laps are allowed at sides, paste. 
(Fig. 51.) 



TO MAKE AN ENVELOPE 

Size of paper, 7 inches by 7 inches. 
Dictate : — 

Place dot on lower edge 2 inches from lower right corner. 

66 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



67 



Place clot on lower edge 2 inches from lower left corner. 
From these dots draw upward a line 1 inch long. 
From these dots draw a horizontal line to right and left 
edges. 

Cut out this oblong. 

Do same with other corners. (Fig. 52.) 

Fold right and left sides, and paste. 

Fold lap. 

Round the corners, 



r^ 



L_^l 



and paste. 




Fig. 52. Fig. 53. 

Round out upper part of envelope to give space. (Fig. 53.) 



TO MAKE A COMB CASE 

_ . Back of Case ' 

Dictate : — 

Draw a line 8 inches long at lower edge of paper (or use 

lower edge). Name ends of line A and B> 



63 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



Place dots at each end 2 inches above this line. Name 
C and D. 

Place dot in middle of AB. 

Place dot 4 inches above this dot. Name E. 

Connect B and C. Connect E and D. 

Front of Case 

Cut strips 2 by 8 inches long. 

Tie with raffia to back of case at A, B, (7, D. 




Fig. 54. 

This may be made with laps like portfolio, then pasted to- 
gether. (Fig. 54.) 

TO MAKE A TRAY 

Cut to measure, without checking, in square inches. 

Use any measure desired. 

Paste simple designs of squares or circles in color in bottom 
of tray. 

By this time the children will have acquired considerable 
facility in measuring and cutting and will delight in making 
things of their own at home, if it is suggested to them and 
they are encouraged to do so. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 69 

Some of the things which will now be within the children's 
power to make unaided are : — 

Doll's Tarn o'Shanter cap ; of cloth (made over stiff paper). 

Doll's apron. 

Doll's sunboimet. 

Doll's sled. 

Doll's wagon, etc. 

They may be made of any material. 

FREEHAND ILLUSTRATIVE CUTTING 

In the presentation of illustrative cutting, the teacher must 
first show the children how to do the work and what is 
desired ; but, after giving them the idea, should leave them 
entirely alone in working out the subsequent exercises — the 
simple direction : " Take scissors and paper and cut the story 

of ," being all that is needed. (Figs. 5o and 5$.^) 

There will be sufficient help and stimulus in simply calling 
the attention of the class to the more successful and original 
work they have themselves accomplished. (Fig. 57.) 

The object of this exercise is not to make illustrations, but 
to test the children's comprehension of what they have read 
or have heard, to cultivate the imagination, bring forth 
originality, and to give hand training. (Fig. 58.) 

' The first exercise should be very simple. • Suppose the little 
jingle, — 

" Pussy-cat, pussy-cat, where have you been?" 
"I've been to London to see the queen." 
"Pussy-cat, pussy-cat, what did you there?" 
" I frightened a little mouse under the chair," 




Fig. 55. 




Fig. 5(5. 
70 




Fig. 57. 




is selected for the first attempt. The teacher should take a 
piece of blank paper about 6 by 9 inches in size, and cut before 
the children, talking as she does so : " Here is the pussy who 
went to London." " Here is the queen." " Oh, yes, she must 
have a crown ! " " Oh, yes, a chair and the little mouse," etc. 
Then the teacher puts her paper away and lets the children 
make a trial. After a few lessons of this kind, the children 




Fig. 59. 

will be able to work independently, and soon will illustrate or 
picture their lessons in reading, language, literature, nature, etc. 
(Fig. 59), in a manner quite astonishing to those who are 
unacquainted with this kind of work. Moreover, they will 
never tire of doing it. (Fig. 60.) 

In the beginning of freehand cutting, children delight in 
making rows of hgures, as paper dolls, animals, soldiers, etc., 
and should be allowed to do so freely. (Fig. 61.) Freehand 
cutting from objects is also a valuable exercise. 




Fig. 60. 




SEAT WORK AND INDUSTRIAL OCCUPATIONS 



POSTERS 

There are two ways of making the posters ; one, by using a 
flat wash of water color, and another, by cuttings from colored 
paper pasted on to form the picture. The first method is too 
difficult for primary classes, but" the second is within their 
power to execute. The first attempt will be crude, but if a 
good selection of colored paper is placed in the children's 
hands, and attention given to the harmony of color, good 
effects may be produced. Any colors may be used so long 
as they harmonize. The teacher should illustrate on the 
blackboard as she dictates to the class, for this work can be 
done from dictation, remembering always that it must be very 
simple. 

After a while the children, or some of them at least, may be 
able to make a poster illustration entirely of their own. 

In working before the class the teacher will speak of the 
principles of perspective in this way : — 

" The tree that is nearest to us looks larger to us than the one 
farther off ; just look at the trees down the street. So we will 
cut this one in front the largest." " When you look away down 
the road, how does the street look to you ? " " The street looks 
broader right by us than it does a long way off ; so we will 
make our road broad here and let it grow narrower as it goes 
way off, — up the hill, to the house," etc. 

The actual work will be done in the following manner : 
Suppose the lesson is to be the making of a simple landscape — 
the sky, a road, a hill, a tree. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



75 




Fig. 62. 



Give each child a sheet of blue paper 8 by 8 inches for the 
foundation ; a sheet of green, one of yellow, and one of dark 
purple. 

Dictate : — 

Take the sheet of green paper. 
Measure up 5 inches on the left side, place a dot. 
Measure up 2 inches on the right side, place a dot. 
Draw a line freehand, connecting the two dots. 



76 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Cut along the. line. (The line should be irregular in 
form.) 

Paste this cutting on the lower part of the blue paper. 
This makes the ground and hill. 




Fig. 63. 

Let the upper part of the blue paper be the sky. 
Take the 3-ellow paper. 

On the right hand, at the bottom of this sheet, measure off 
2 inches. 
Place dots. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 77 

On the left side of the paper measure up 3 inches. 
Place dot. 

Place another dot J inch below the first. 

Connect, with slightly waving or zigzag lines, the dots on 
the lower edge with the two on the left side. 




Fig. 64. 



Cut along these two lines. This makes the road. 
Paste the road in position on the green paper. 
Cut from the purple paper an oblong 3 by 4 inches. 
From this oblong cut or tear atree. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 




Fig. 65. 

Paste on green paper close to the right side of the square, 
and half an inch down on the blue paper. (Fig. 62.) 

A very simple picture to begin with is a sailboat on the 
water. 

Take an oblong of blue paper about 2 by 5 inches in size ; 
paste it on a background of gray, leaving a margin of ^ inch. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 79 

Cut freehand a little white sailboat, and paste it in position 
toward the bottom of the oblong. 

From small beginnings like these, this work may grow until 
very beautiful and effective pictures can be made by the chil- 
dren. 

The teacher can make good use of this kind of work herself 
by making posters about two feet square to -illustrate different 
subjects taught in the school; and if arranged over the black- 
board she will find them to be very decorative to the room, as 
well as a help in fixing points in the minds of the children. 
(Figs. 63-65.) 

WORK IN CLAY 

Frequently in the country there may be a convenient clay 
bank, from which the clay can be obtained for school use, but 
city schools will have to depend on the school supply stores. 

Before being fit for use, the clay must be softened and 
kneaded into the consistency of putty. This will take several 
days, but after it is softened it can be kept so for a long time 
by keeping it covered with a dampened cloth. 

Mold it into brick form — 4 by 8 inches is usually a conven- 
ient form to use in school, as then it can easily be cut into 
portions for the children. 

Probably clay will not be used oftener than once in a week 
or two, and so it will not be a great matter to have it prepared 
either by the janitor or some of the older boys. 

When using clay, each child should have a piece of oilcloth 
to cover his desk. 

The child can mold from the clay, fruits, vegetables, leaves, 



80 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

animals, kitchen utensils and stove furnishings, cups, saucers, 
pitchers, bowls, and many other things. 

Be careful to have the shaping of round objects done with 
the fingers and not rolled in the palm of the hand; and if 
hollow, molded from the inside. 

All of the clay work should be done with the fingers, and by 
the building-up process, — that is, beginning with a very small 
portion, add the clay, little by little, and work it thoroughly 
in as the object is shaped. Moisten each piece as it is added. 

USE OF THE SAND TABLE 

It is well to have a sand table large enough for the entire 
class to work at at the same time ; but a small one where two 
or three can work together, the other children looking on and 
awaiting their turn, will answer. 

In any class exercise every child, if possible, should have an 
opportunity to work. 

For many uses the sand should be slightly dampened. 

A Practical Illustration of the Use of the Sand Table 
ix a Reading Lesson 

After the children have read, say, "Jack and Jill/' send them 
to the table to '-make the story," that is, to picture the story 
as they see it. 

Each child should make his own hill after his own concep- 
tion, also Jack and Jill and the pail. These, Jack and Jill, the 
children should place in the sand to represent any part of the 
story they choose. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 81 

The boy and girl and pail may be cut out of paper, or little 
dolls and a toy pail may be used. 

The children may then go on and elaborate the story to take 
in the home of Jack and Jill, making the house and placing it 
where they think the home should be. 

Don't be afraid to let the children work out their own ideas 
and give their imagination full play, for the first object of the 
exercise is to show the child's conception of the story, and the 
second, to call forth his imagination. 

The sand table may be an admirable adjunct to any lesson, 
and to city children, who seldom or never see the country, there 
is no school work that can compare with it in giving them true 
ideas of the country and country life. 

Let a farm be made on the table, making hills and valleys, 
a brook, a lake or a river, the woods, the fields fenced off into 
meadow, pasture, grain fields. Make the farmyard and barn 
and the farmhouse. 

Use toy animals to represent the cows, sheep in the pasture, 
and barnyard hens, chickens, etc. 

Make a country road. 

A load or two of sand in the school grounds, in which at 
recess the children can play and make all they desire, is a great 
source of enjoyment to them, as well as a means of giving a 
clearer apprehension of what they may be doing in the school- 
room. And sometimes a class can be taken right out there to 
work out a lesson, and so the children learn in the right way, — 
through play. "Play is the business of childhood." 



82 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

THINGS TO MAKE FOR SPECIAL DAYS 
Thanksgiving Day 

The first Special Day that the little primary children are 
especially interested in is Thanksgiving ; and all the school 
exercises for a month, through the study of fruits, vegetables, 
grains, and of the harvest, including also the story of the com- 
ing of the Pilgrims and the landing at Plymouth Rock, have 
been leading up to that day. And all through this time, as 
each idea is developed, the children should work it out in 
paper folding or cutting, according to the plans before pre- 
sented : by molding in clay or on the sand table. 

For example, they may mold with clay : ears of corn ; grains 
of wheat ; vegetables, as potatoes, turnips, onions ; fruits, as 
apples, plums, and peaches. 

They may cut or draw a turkey and color it with crayon or 
with water color. Cut or draw a fish. 

A most interesting exercise is to cut or draw a Thanksgiving 
party, not forgetting the Indians. 

Children will be greatly interested in making wigwams, 
according to pattern given in Series VI, and also in making 
canoes. Wigwams may be made of paper, but if birch bark 
can be had, use that. 

From paper, fold, cut, or draw a ship ; call it the " May- 
flower." Of clay, mold Plymouth Rock. 

Cut freehand the Pilgrims — man, woman, and child; mak- 
ing use of the Puritan hat, kerchief, collar, etc. (See Series I.) 

Make from paper, a cradle for little Peregrine. (See Series"!.) 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 83 

Picture the story of the Pilgrims on the sand table. Use a 
good-sized piece of looking-glass for the sea. Place a ship 
upon it. Put little stones along the shore — one to be named 
Plymouth Rock. Cut trees without leaves, or use dry twigs to 
represent a forest. Cover sand with salt or cotton batting to 
represent snow. Have some Indians among the trees, and 
Pilgrims on the sand. 

Cut picture of the Pilgrims going to church — the man carry- 
ing a gun. 

Such a lesson as this, which is intended to teach history, 
should be worked out under the direction of the teacher. It 
should grow from day to day until the complete story is made 
vivid. It must become a real thing to the children, and will, 
if it is properly presented, so making a good basis for later 
study of history. 

Christmas 

For Christmas there are many things which children can 
make for gifts to parents and playmates and for the decoration 
of the schoolroom and Christmas tree. The children can 
easily make boxes and baskets, either square or circular, from 
the mechanical plans heretofore given, and fill them with cand}- 
and pop corn. They can make little booklets, too, the covers 
being of bright-colored paper, and containing on the leaves some 
stanza they have learned at school, such as, for instance : — 

" Once there lay a little baby, 
Sleeping in the fragrant hay; 
And this lovely little Stranger 

Brought our first glad Christmas day." 



84 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Or the covers can be made of gray paper with a bright red star 
pasted on the upper corner, with " Merry Christmas " below. 
Tie the little booklet with red ribbon. 

Book marks, cut from stiff white paper, and ornamented with 
a Christmas tree in water color or crayon, also make pretty 
and simple gifts. 

Another simple and pretty gift would be sachet bags woven 
of strips of colored paper in pretty combinations. 

Cards cut in any shape, ornamented with a spray of holly and 
with a simple Christmas greeting, are also good. 

Bells cut from red paper and strung upon raffia, make pretty 
decorations. 

With their 1, 2, and 3-inch circles as patterns, the children 
can make beautiful pen wipers, using cloth or any material 
suitable. 

Needlebooks from the pattern in Series I can also be made. 

Enough time should be taken for the Christmas work to 
have the gifts well and thoughtfully made. At least two 
weeks should be given to the preparation of these gifts, if we 
desire the true Christmas spirit to pervade the work. The 
making of these little gifts, and the necessary talks accompa- 
nying them, should create an atmosphere of love, joy, and peace. 
The children's thought should be concentrated on the love 
expressed in the gift and the joy of giving, and not upon 
the beauty or value of the gift. 

: Not what we give, but what we share, 
For the gift without the giver is bare. 
Who gives himself with his alms feeds three, — 
Himself, his hungering neighbor, and Me." 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 85 



New Year's Day 



Calendars made on the checked paper would be appropriate. 
(Fig. 66.) 

Throughout the year the children can rule and check the 
paper required for their monthly calendars, having something 



/90-V. 




Fig. 66. 



typical of the month drawn or cut freehand, and pasted on 
each. These calendars may be very beautiful, and some of 
the teacher's ■ own work should be on the wall before the 



86 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

children. It should be left on the wall' until the entire year is 
shown. 

If the children are too young to make the calendars them- 
selves for the New Year's gift, purchase the little printed ones, 
which can be had for a cent apiece, and paste on an oblong or 
square of cardboard, using either those cut out by the children 
to definite size, or those which come for this purpose. 

The children may be able to make with water color or 
colored crayon little winter landscapes, or some simple little 
figures for decoration, which should be pasted above or below 
the calendar. 

Little Chinese or Japanese children, cut after a pattern 
furnished by the teacher, the dress colored according to the 
Oriental custom, — the little Chinese with their shaved heads 
and long braids, and the little Japanese with their umbrellas, 
— make a unique decoration ; and incidentally teach some 
geography. 

If the children are mature enough, as in an upper primary 
class, to do the work well, instead of cutting the little figures 
and pasting on, they can trace them on the calendar itself, and 
then color as before. 

Washington's Birthday 

This is one of the days in which the children delight. Have 
them cut the story of the cherry tree in full from plain print 
paper and mount on colored paper. They may cut cherries 
from red and black paper, making the stems of green, and also 
mold them in clay, inserting a wire to simulate a stem. Let 
them cut the story of the pony and mount that also. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



Fig. 67. 



They can in this manner portray any suitable incident in the 
life of Washington that the teacher gives them. 

This is a good time, too, for the children to make a flag, by 
cutting the thirteen stripes (being careful to have the correct 
Q number of each color and to place them 

in their proper order), the blue field, 
and the thirteen stars. 

Paste the stars on the field, and then 
paste field and stripes on some mount- 
ing paper; any paper will answer for 
mounting, if it is somewhat stiffer than 
that of which the flag is made. 
The size of the flag may vary, but one 4 by 6 inches is 
convenient. The flags may be pasted or glued to little sticks. 
If this is done, be sure to see that the field or " union " 
is at the top. Tell the children why. Also let them know 
why we have thirteen stars on some flags and more on 
others; and why there are thirteen stripes on all. (Fig. 67.) 

Soldier caps never fail to charm, even if made from news- 
paper, but they are especially pretty if made of white or brown 
paper and trimmed with 
a red, white, and blue 
cockade. (Fig. 68.) 





Fig. 68. 

For little souvenirs of the day, 
FlG - 69# hatchets cut from a pattern are 

pleasing and simple to make (Fig. 69); also red, white, and 



88 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

blue badges, made of circles laid one upon another, with little 
streamers of the three colors attached. 



Lincoln's Birthday 

At the sand table let the children make a log cabin in the 
woods. Let them decide how large the cabin shall be, and 
gather and cut to measure twigs or even small branches to 
build it of. No matter how rough and unfinished it may be, it 
will give the children an idea of the early home of Lincoln, and 
that is all that is desired. 

They can make illustrative drawings or cuttings of some of 
the incidents of Lincoln's boyhood, as, of his learning to read 
by the firelight, chopping down trees and piling firewood, and 
of his later life, as making a " stump speech." 

Butterworth's " Life of Lincoln " gives a number of incidents 
of his boyhood, which will be of great interest to children. 

A raft can be constructed, using small sticks or good-sized 
twigs, binding them together with raffia, cord, or leather shoe 
string. Fasten on the raft the poles to push it along. 

Memorial Day 

For this day about the same things may be made as for 
Washington's Birthday in the way of flags, badges, and soldier 
caps. 

The children may also cut, draw, or paint, from memory, a 
company of little soldiers who have marched with caps, guns, 
drums, and flags before their admiring eyes. (Fig. 70.) 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



89 




Fig. 70. 



St. Valentine's Day 
For valentines the very little children may cut heart-shaped 
cards from red or white paper and simply mark, " My valentine," 
"My love to you," " I love mamma." 




Fig. 71. 



90 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



A little booklet can be made a pretty Valentine's Day souve- 
nir, by pasting on. the cover a little figure. A boy or girl 
standing on tiptoe and posting a valentine in the letter box, or 
a postman carrying his bag, would be interesting. (Fig. 71.) 

To make another kind : — 

Take a 4 by 8 sheet of any desired paper, fold into booklet 
4 by 4. Place on the desk with fold at the left. Place a 



7: 
\ 





Fig. 72. 

pattern of a heart upon the cover, leaving a margin of \ inch, 
and trace with pencil. 

Open cover and cut along the tracing. On inside of other 
half of cover, paint, draw, or paste in a simple little picture. 

Underneath picture write a little message of love : " I send 
my love." (Fig. 72.) 

For room decoration, red and white hearts threaded alter- 
nately upon raffia, and festooned about the walls, are quite 
effective. (Fig. 73.) 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 91 

These hearts can be first traced, then cut; or the cutting 
may be freehand, according to the ability of the class and the 
use to which they are put. 

If to be traced, the teacher should make a number of patterns 
from stiff paper, enough for the first row of desks, say, and the 




Fig. 73. 

children can pass them to each other as soon as each one finishes 
his tracing. Or, if it is desired that the hearts be made by free- 
hand cutting, the teacher should make one large pattern, and 
place it where it can be seen easily by every child in the room. 
These hearts can be cut from the one and two inch squares. 

Making valentines for a school valentine box will delight the 
children, if the teacher manages it so that each child receives a 
valentine ; if she does not do that, it would be better to have 
none. 

A good way is to have no valentines in the box but those 
made at the proper time, as a school exercise, and only one 
for a child. Have a list of the children's names on the 
blackboard, and as a valentine is made for each child, cross 
off his name. Even then it will be well to have half-a-dozen 
valentines in reserve to fill out with if any error has been 
made. 



92 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Bird Day and Arbor Day 

Cutting of different trees from sight and from memory, and 
writing the name upon each, will serve the twofold purpose of 
interesting the children in the formation of trees, by quicken- 
ing their observation, and making them familiar with the names 
of the common trees. 

Do the same with the buds the children are seeing now, also 
with the birds. 

Then little calendars and booklets that the children are prob- 
ably now making may be decorated with simple spring land- 
scapes, in water color or colored crayon, and with budding 
twigs, spring flowers, sprouting seeds, birds, etc. 



Easter 

For Easter make the Easter lily, as given in Series VIII. 

Make Easter baskets and boxes on the plans given in Series 
I and II, changing the decorations to suit the occasion. 

Egg-shaped cards may be made, using a pattern, and cut- 
ting from purple or white cardboard, or any other moderately 
stiff paper. Instead of buying the colored paper, the children 
can tint the paper with their water colors. 

Draw rabbits — they will make pretty gifts. Look up the 
story of the rabbits in connection with Easter. It will amuse 
the children. Also tell them of the egg-rolling custom on the 
White House grounds at Washington. 

Sometimes it is possible to -let children bring cooked eggs 
to school and there decorate them with water color. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 93 

Drawings, paintings, or cuttings of the cocoons that have 
been in the room all winter, and of the emerged moth or but- 
terfly, if you should be fortunate 
enough to have one or two, are 
especially appropriate and beauti- 
ful for Easter cards or mementos. 
(Fig. 74.) 

THE PLAYHOUSE 

What is the object of the play- 
house in the schoolroom ? It is to 
play life, — to give insight into 
home keeping and home making. 

All children are interested in 
make-believe ; therefore, besides be- 
ing interesting, the playhouse may be educative. Who has 
not experienced the pleasures of the playhouse ? 

Let us become as little children and enter into the sport of 
playing life, for only as a little child may we enter into the 
mind of the child and show him the meaning' of things. 

We will suppose that the teacher has decided to have a play- 
house as a foundation for a part of the general plan for infor- 
mation lessons, extending at least through a term. 

In these talks children should consider materials used in 
building houses, learning how they are obtained. They should 
visit stone quarries, brick kilns, and lumber yards, if possible. 

The teacher plans trips to these places of interest, occasion- 
ally taking a part of the school time to do so ; going, we will 




Fig. 74. 



94 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

say, the last part of the afternoon. This is perfectly legiti- 
mate, because children are gaining information and will have 
something of vital interest to talk over and write or read about 
in the days to follow. 

If the room is advanced primary, the children will, of course, 
see more, and be able to understand more, than the beginners. 

These outside trips are a most valuable introduction to the 
geography work ; in fact, are real geograplry. This is apparent 
where the trip is to a commission house, to gain information 
concerning the shipment of food stuffs. 

The playhouse in the schoolroom ; what is it ? Let us say, 
in the beginning, it is a wooden box about 30 inches long, 20 
inches high, and 10 inches across. (Fig. 75.) 

The janitor, or some one of the older children, will gladly 
divide it into rooms ; three downstairs and two upstairs, with 
a space 6 inches wide between them for the hall and bath 
room. 

The children will decide that the three rooms downstairs 
are kitchen (about 8 inches by 8 inches), dining room (10 
inches by 8 inches), living room (12 inches by 12 inches). 
If desired, stairs may go up from the dining room into the 
middle space, designed for the upper hall and bath room. 

All that the child has learned in the preceding mechanical 
plans for making things is of practical use to him now in 
furnishing his house. Boys as well as girls will enjoy this. 

The manner of furnishing should be suited to the ability of 
the children. Very young children will probably best furnish 
the playhouse by means of the paper-folded furniture and strip- 
woven mats. Older children may furnish it by the check- work 




Fig. 75. — The Playhouse and Doll Family. 
95 



96 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

plan. Still more mature children may use such material as 
raffia and wood for furniture and yarn or raffia for mats. 

The teacher selects for her children the plan of furnishing 
best suited to them ; that is, the whole house may be furnished 
with the paper-folding, or the check-work furniture, or furniture 
made by definite measurements, or wood and raffia furniture, or 
by a combination of all. 

Perhaps before any furnishing is done, the walls of all the 
rooms are considered, or this may be done in connection with 
the furniture making ; and thus, as the days go on, the children 
are designers of paper, paper makers and paper hangers, also 
furniture makers and carpenters. 

At all times the teacher enters into the spirit of this play 
life, and thus the children are, through play, living a real life, 
and, at the same time, are gaining information, using judgment, 
and learning to use the essential tools of life ; namely, the "three 
R's," — " Reading, Riting, and Rithmetic." 

Just here let it be said that as much reading as can be com- 
prehended should go hand in hand with all making, for, as the 
desire to make is strong, there is a motive for reading direc- 
tions, etc. Hence many board directions should be given for 
this purpose, to further the reading through desire to make 
the desired object. Tool No. 2 — writing — is used inciden- 
tally, when the child reads writing and especially when he 
writes what he has seen in trips or tells how he made an 
article. 

To illustrate the different ways in which a playhouse may 
be furnished, let us consider each of the rooms furnished in a 
different manner. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 97 



Furnishing the Kitchen 

Suppose we furnish the kitchen with the paper-folded furni- 
ture. We have made, in our general construction lessons, some 
furniture suited to this room ; if saved use it, if not make again. 
(Perhaps children can make from memory.) Let children decide 
what furniture belongs in this room, as table, chairs, cupboard, 
stove. Cupboard may be made similar to bureau. (Fig. 14.) 
A sink may also be made; see directions for making bowl in 
washbowl stand. (Figo 83.) 

A stove may be made from box form, folding, or check work, 
size about 3 by 4 inches. Cut out doors, mark stove holes, 
make a stovepipe (a roll of paper). 

The kitchen utensils may be made from clay or cut from one- 
inch strips of black paper. Make an ice box or a refrigerator ; 
make on the box form. Get children to judge height, and let 
them plan for the other dimensions, or let them make freely from 
folded or checked paper. Having had the work step by step, as 
given in this book, they will be able to do this independently. 

Be sure that the "three R's " are used in all this work; for 
example, children may, if old enough, write lists of kitchen 
furniture : — 

cupboard ice box table 

chairs stove < sink 

Lists of kitchen utensils : — 

teakettle pans toaster broom 

teapot spider strainer dustpan 

basins stew kettle chopping bowl wringer 



98 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

The children should learn to spell the simple words. 

They may draw the utensils or furniture on the checked 
paper and write the name opposite in another check. 

For this work with small children, the teacher has a list of 
words upon the board, and children select the right word to 
name the picture* 

Before doing the above work, there must be, with small chil- 
dren, written board lessons in which the words have been used. 

The kitchen cupboard ; things in it : — 

plates cups pepper 

knives saucers sugar 

forks spices salt 

spoons flour fruit 

jars tea ginger 

bowls coffee raisins 

The refrigerator ; things in it : — 

butter meat berries 

milk vegetables ices, etc. 

As much time as one pleases may be put upon — "Where 
did all th^se things come from?" 

Older primary grades may here gain much that is funda- 
mental in geography, by visiting commission houses, etc., as 
lias been suggested, to learn about food stuffs. Where from ? 
How reach us ? By land or water, and over what routes ? 
Cost of transportation, selling prices? Innumerable problems 
are the outcome of this Avork, and they are of such real sig- 
nificance to the child that he sees the sense of work in arithme- 
tic, It becomes real to the child. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



99 



Treatment of the Walls of the Playhouse 

There should be a general discussion with the children con- 
cerning this subject ; they should be encouraged to look about 
them. How are the walls at home treated ? How those of the 
prettiest house they have ever seen? 

Kitchen walls, they will decide, are generally painted, or left 
in the natural way, the same being true in general as to the 
bath room. 

Ask the children to bring samples of paper from home, to 
visit paper stores, and to learn all they can about papering. 
Let them make simple designs on paper ruled on one-inch 
strips (or folded strips) or on the checks. Let us say that the 
seat work for the morning or afternoon may be entirely given 
to designing paper for the playhouse. After samples have 
been brought, and 
children have gained 
the idea that they 
can design, consid- 
erable work in de- 
signing having been 
done before on the 
blackboard, they 
will delight in work- 
ing at it. 

The following will 
suggest what may 
be expected: Paper for bath room and hall, bedroom, dining 
room, or living room. (Figs. 76-79.) 




Fig. 76. — Bath Room Paper. 



1*£ 



100 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



Fig. 77. — Hall Paper. 



Remember that these samples are only suggestions. The 
children should not be told what to do ; they will be able to 

^ give many simple 

designs. Let them 
use paints or col- 
ored pencils to mark 
the paper. 

As was said, a half 
day may be given 
to this work. Give 
the children four to 
, eight pieces of draw- 
ing paper (a half or 
quarter sheet), and 
say: "We will be paper makers this morning. You may de- 
sign the paper you 
would like for the 
walls of our play- 
house." (Of course 
children have been 
helped before, and 
have worked too on 
tablet paper and on 
the board.) 

When it is time 

for a reading class, 

this work is put 

away, or left on desk until the children return to their seats. 

This seat work that may be continued through a half day or 



• 


* 1 

1 1 


J % 


♦ i 
1 « 
t f 
• 

♦ . 

♦ J 
1 f 
1 f 
f < 
1 f 
t 1 
t f 
i I 
1 | 

1 1 


f * 


4 | 



Fig. 78. — Bedroom Paper. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 101 

until recess is desirable. Short, scrappy work, with no signifi- 
cance, except to keep busy, is distracting and pernicious. 

If in a primary room, the reading class will, probably be given 
a board concerning the work in hand. It might run thus : — 

" We have a playhouse. We are making paper for it to-day. 
We are paper makers. Who made paper for the bath room? 
Get your paper, John. 
— Who made paper 
for the bedroom ? — 
Get your paper, Mary. 

— What .color is it ? 

— My paper is blue." 
Then instead of oral 

directions, the teacher 
may write on the 
blackboard thus: "Go 

tO your seats. — Get FlG - 79. -Dining or Living Room Paper. 

your paper. — Get your paints. — Make paper for the plajdiouse." 
Later the paper for the bath room is collected by itself, and 

paper for the other rooms in the same way. 

If the teacher is wise and uses every opportunity to have 

children read, she writes upon the board directions similar to 

the following : — 

1. Bring me your paper for the bath room. 

2. Bring me the paper for the living room. 

3. Mary may get bedroom paper. 

4. Put the dining-room paper on my desk. 

5. John, pass the paper basket. 

6. Put all your things away. 




102 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Later the teacher posts the children's work, bath-room papers, 
let us say, on a large sheet of paper, or pastes it on the black- 
board, or in some way arranges to place it before the children. 
The teacher says, " Now we will play we are at the paper store. 
We wish to buy paper for our bath room to-day. Let us look 
at bath-room paper." 

Children decide what papers they like best. By vote of 
hands, perhaps. From these a final selection of one is made. 
Then, "Whose paper is it?" "John's." "We will buy our 
paper of John, and John is expected to furnish enough to paper 
the room." He may have one or two helpers and do this work 
at another time at a work table, folding or other kind. (It is 
a good plan to have one or more such tables for group work.) 
For pay, he may be given one or more extra sheets of paper to 
use at home, a great pleasure to children in general. He will 
give a sheet to his helpers. 

In a similar way, consider the paper for the other rooms. 
The ceilings may be papered with a plain tint to match the 
walls. The borders may be 1-inch or 1-inch strips of a darker 
shade. 

Calculations are made for the amount of paper needed. 
Probably large sheets of drawing paper will be used. How 
many sheets are needed ? Later, plans are made for paper 
hanging. This work may be done before the class, three or 
four having been selected as paper hangers, or it may be done 
by these children out of school hours, with the teacher's help, 
of course. 

Have we observed that the above calculations have to do 
with number ? This is one of the " three R's " that we aim to 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 



103 



teach, by making it a tool instead of an end in itself. Learning 
arithmetic has not been the end of the above, but in living his 
little life, making his playhouse, papering and furnishing it, the 
child is learning to calculate. We saw how, by taking ad- 
vantage of a necessity, he may make or do something. 
Reading and writing are being taught in the same way. 

Furnishing the Bath Eoom 
Bath Tub 
Suggestions for Making. — Paper checked by 2-inch plan. 
Cut paper, as for a box. Bottom 2 by 4 inches, sides 2 

inches. 

Cut vertically — the two slashes 
at each end are for laps. (Fig. 80.) 







! 

: 

I 
1 













Fig. 81. — Bath Tub. 



In pasting laps, spread to make 
flare of the tub ; crush the corners 



Fig. 80. — Diagram of Bath Tub. ill a little. (Fig. 81.) 



Washbowl Stand 

Paper ruled in - 2-inch strips the narrow way. Size 6 by 8 
inches. 

Fold on the lines. 



104 SEAT WORK AND INDUSTRIAL OCCUPATIONS 



On long side slash each line 2 inches. (Fig. 82.) 

Form a three-sided stand. 

Paste. 

The double check where pasted forms the 

back, and the 
other two checks 
may be pushed 
down to form the 
bowl. 

Cut out legs if 
desired. (Fig. 
83.) 

Fig. 82. — Diagram of Washbowl Stand. 




• I r 

I I I 



Fig. 83. 



Furnishing the Dining Eoom 

Let us make the furniture for the dining room from card- 
board or manila tag. 

The children should decide what is needed to furnish the 



room : 



dining table 
chairs 



sideboard 
small table 



The dining table may be made any size desired, by ruling 
paper in 1 or 2 inch squares. Also the chairs and the small 
table or stand may be made in this way. 

The children are able now to invent. Consider the height 
of furniture suitable, and let the children play they are cabinet 
makers and make as they please, after they have looked about 
at home, in homes of friends, and in stores. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 105 

All furniture will be made on the box form, but chair backs 
and legs may be cut out to suit the taste of children. 

To give an idea for making sideboard, see directions below. 

Sideboard 

Check paper hy 2-inch plan. 

Make, as for box with lid, 4 by 4 inches on bottom ; sides 
2 inches. 

The lid of the box is the back of the sideboard. 

A portion may be folded down to make a shelf. 

The open part of the box is the back of the sideboard. 

The front of sideboard may be marked into drawers and 
doors. 

Doors may be cut to swing out. 

Treatment of Floors of the Playhouse 

The children should be led to observe the manner of treating 
floors at home and elsewhere. 

Many little ones live in very undesirable homes, with one or 
two rooms, and know but little of any other way of living. 
Beginning where the child's interest centers, these lessons tend 
indirectly to broaden his environment and to uplift his ideals. 

After the children have made their observations, it will be 
decided to leave the kitchen floor of playhouse untouched, so it 
can be frequently scrubbed. 

The floors of dining rooms, the children will find, are of hard 
wood or painted or stained pine, and generally there is a rug 
under the table. 



10G SEAT WORK AND INDUSTRIAL OCCUPATIONS 

The floors of the other rooms are also generally covered only 
with rugs. Let this manner of furnishing be commended, as 
it is the most wholesome. 



Rugs 

Now the matter of rugs is to be considered. 

Lead the children to talk of the different kinds of rugs used 
at home. They may also visit the stores. 

It is very interesting to make a little study of Oriental rugs, 
if the teacher feels so inclined. Here is an opportunity to 
take all or part of the children to a particular store where 
such rugs are displayed, or the children may meet the teacher 
at the store at a given hour on Saturday. 

Let us look into the matter of primitive rug weaving. 

What material was used ? 

How were the rugs made ? 

What was the loom ? 

Shall we play we are these people making rugs ? 

Let children try to make looms at home, that is, as mairy as 
are interested. Then show them a simple way of making 
looms for doll-house rugs. (Fig. 84.) 

Cardboard Loom 

Material : back of tablet, ruled, lines J inch apart. 

On each line, J inch from each end, place a clot. 

Perforate on the dots. Thread with cord or yarn. 

A rag carpet, woven on a loom like the above, would make 




Fig. 84. 
107 



108 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

a suitable rug for dining room. Silkaline cut in 1-inch strips 
on the bias is very pretty. 

For the sitting room a similar rug may be made from carpet 
yarn or carpet ravelings, and for the bedroom a raffia mat or 
one made from ravelings from gunny sacking. 

Smaller rugs may be made for the bedroom, playroom, hall, 
and bath room, on the same kind of loom, only smaller. 

It is not necessary for every child in the room to make a 
rug. 

Perhaps the children in one class are the rug makers. A 
few in the class may make rag rugs, another group raffia rugs, 
another, yarn rugs ; and when all are finished, selections are 
made for the playhouse. 

The children should have a voice in all furnishings, the 
teacher being in the background and guiding only. 

It is perhaps well to consider that the rugs and furniture 
are purchased from the children, and they may be paid with 
extra material they may wish for homework. 

Let the children keep all rugs and furniture not used in the 
schoolroom playhouse for their own little playhouses that they 
will doubtless have at home. It is well to encourage home 
doll houses. 

Furnishing the Living Eoom 

Perhaps it will be decided to use a yarn rug in this room. 
Of course it is important that the colors in this rug harmonize 
with the general tone of the room. 

A thin wood or cardboard may be used for the furniture of 
this room. The wood may be obtained from kindergarten 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 109 

supply houses, or children may bring fruit boxes from home 
for the purpose. 

Now it will be necessary to use inventive skill. 

Make furniture freehand, or from paper patterns, which the 
children have invented or have drawn upon squares. 

It may take a day or two before they have satisfactorily 
mastered this part of planning for the furniture. 

The different parts of the furniture may be glued or put 
together with small brads that may be obtained for this pur- 
pose. 

For the living room the children will probably decide to 
have plain chairs, rocking chairs, table, settee, and bookcase. 

With all this work, there should be board lessons, as indicated 
before, and all calculations in number possible to little people. 
There should also be seat-work directions given upon the 
blackboard, that the children may have practice in reading, 
perhaps something like the following : — 

Get your scissors. 
Take your pencil. 
Take some paper. 
Make a pattern for a chair, or any piece of furniture wanted. 

Of course the teacher will show, by placing a diagram on the 
blackboard, how the squares may be used as a basis for furni- 
ture ; then, later, the children will probably cut patterns free- 
hand. 

The children should select the style of furniture best suited 
for a doll house, and certain children may be chosen to make 
the furniture for it. 



110 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Furnishing the Bedroom 

Let us use a raffia or grass mat for the bedroom, and make 
furniture to correspond. 

The furniture may be made from thin wood, and the parts 
bound or woven with raffia or grasses. 

We shall need in this room : a bed, a cradle, and perhaps a 
cot, bureau, washstand, chairs, and dress box, a footstool, and 
a small table or stand. 

If desired, the bedroom may be furnished as in summer 
houses; namely, homemade bureau and washstand, which are 
draped boxes. 

Some articles of furniture for the bedroom are shown in 
figures 9, 12, 14, 16, 27. 

Draperies for Windows and Doors 

As the front of the doll house is open, the windows must be 
opposite or at the ends. As these cannot always be cut out, 
they may be simulated by using silvered paper or mica. They 
may be double or single, as desired. Perhaps there will be a 
double opening between the dining room and living room. 
The children will be delighted to plan for the draperies and 
make them at home. They will bring bits of suitable material, 
and the work may be assigned to different ones who Avish to be 
the drapers. They may also weave draperies out of bits of silk 
and ribbon. 

The bedding and table linen may be made at home, or, if it 
is thought best, all the children may make sheets and simple 
pillow slips out of soft material. Fancy pillows the children 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 111 

will furnish, as they are easily made at home. The covering 
for dress boxes in bedroom may also.be made at home. 

In the different rooms, pictures, such as the little landscapes 
and animals the children paint, may be hung. Frame them 
with strips of dark paper pasted around. 

In the dining room a fold of paper may be pasted for a plate 
rail, and filled with little plates and saucers that children can 
cut. There are many other things that will occur later to the 
teacher or the children as they work on the different rooms. 

FURNISHIXG THE CHILDREN'S ROOM 

The furniture required : — 

two little beds small bureau 

small washstand study, or play table 

small chairs small rockers, or armchairs 

a few small rugs some playthings 

hobby horse dolls, etc. 

A simple style of furniture should be used in this room. 

THE LIGHTING OF DWELLINGS 

The lighting of dAvellings from primitive times to the 
present day may be considered briefly with the little ones 
and dwelt upon more at length with the advanced primary 
grades or intermediate grades. 

Light : — 

1. Wick in oil, or candlelight. 

How candles were made. Study of simple combustion in 
candle flame. 



112 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

2. Kerosene lamplight. 
Kerosene, where and how obtained ? 

Care of the kerosene lamp. Class trim wicks and clean 
lamp chimneys. 

3. Gaslight. 
Visit the gas plant. 

How is the gas brought to our houses ? 

4. Electric light. 
Visit the electric plant. 

THE HEATING OF DWELLINGS 

1. Heating by fireplaces. 
Consider primitive fireplaces. 

2. Heating by stoves. 
Invention of stoves. 

3. Heating by furnaces. 

4. Heating by steam or water. 

Visit the heating plant in the school building. 

5. Materials used in heating, as wood, coal, peat, oil, and 
gas, briefly considered. 

The temperature of the house. Study the thermometer. 

THE PLUMBING OF DWELLINGS 

1. Visit the plumbers. 

2. Visit the city waterworks. 

How is the water brought to the house ? 

3. Water: hard and soft, tests for distilling, evaporation, 
etc. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 113 

GARDENING OR FARMING 

We may consider gardening or farming in connection with 
our study of the home ; that is, our playhouse may be imagined 
to be in the city or the country, and our garden or farm 
products may grow in boxes on the window ledges or, better, 
out in the yard for the doll family. 

All nature work considered during the development of the 
playhouse (which takes a whole or a half year) should have 
reference to the doll family, even when the material is not 
raised in the schoolroom, but is brought in from outside, as 
fruits and vegetables. The children can, in imagination, raise 
them. Just as much work as is wished may be done in this 
way — the more the better ; but, as often as possible, the chil- 
dren should be taken to the real garden or farm. 

Through this work children may begin to realize our mutual 
dependence one upon the other. 

THE PEOPLE OF THE PLAYHOUSE 

Of course there are father and mother, and we will say a baby 
and a little boy and a little girl. 

The children will bring dolls, and dress them to represent 
the family. 

THE WORK IN THE PLAYHOUSE 

Let us dramatize in our playhouse the work of the home. 

Monday 
Monday is universally washday. So on this da}^ when we 
first consider the housework, let us really wash, making the 
process a basis for board work. 



114 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Of course, during the preceding week, the matter has been 
discussed; also ironing, baking, sweeping days, etc., and toys 
have been brought to use in the playhouse. 

The teacher asks or writes : — 

" What day is this ? " 

"It is Monday." 

" What does the mother do on Monday ? " 

" She washes our clothes." 

" Let us play wash. 

Get the tub, John. 

Get the washboard, Kate. 

Where is the pail ? 

Who will get the water ? 

Get the basket. 

Hang up the line. 

Get the wash bench. 

Get the washboard. 

Mary may wash the clothes. 

Rub the clothes. 

Rub them well." 

Children sing as she rubs : — 

This is the way we wash our clothes, 
Wash our clothes, so early in the morning. 

By this time the clothes are washed (the doll clothes, those 
of the doll family). 

The teacher writes upon the blackboard : — 
Boil the clothes. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 115 

Play boil, if desired. 
The children sing : — 

This is the way we boil our clothes, etc. 

Rinse the clothes. 

Children sing : — 

This is the way we rinse our clothes, etc. 

Hang up the clothes. 

Children sing : — 

This is the way we hang our clothes, etc. 
Wind, dry our clothes. 

Children wave hands to make a breeze, singing : — 

This is the way we dry our clothes. 

If the verses children sing are written upon the blackboard, 
and first the teacher and later the child point to them, the 
words are incidentally learned. 

Again the teacher writes : — 

Take the tub away. 

Throw the water away. 

Put the tub away. 
- . Put the basket away. 

Put the washboard away. 

All housekeeping work should be done properly and in an 
orderly way. 

As seat work, the children may follow these blackboard 
directions : — 



116 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Get your paste. 

Get your scissors. 

Get some white paper. 

Take a sheet of pretty paper. 

Cut the clothes. 

Hang the clothes on the line. 

(Children understand that this is freehand cutting, to be 
pasted on the colored paper.) 

The result may be like this (Fig. 85) : — 




Fig. 83. 

If able, they may write beneath the pasting: " This is the way 
we hang our clothes." The teacher may say, " Perhaps you can 
write something to tell what you have done ; you can find it in 
the verses here " (pointing to board), and the child selects the 
line desired. 

Later in the day another lesson may be given about the 
washing. Blackboard : — 

The clothes are dry. 

Get the basket. 

Take down the clothes. 

Put the clothes in the basket. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 117 

Take down the clothesline. 
Put the line away. 
Get some water. 
Sprinkle the clothes. 
Fold the clothes. 

Children sing : — 

This is the way we fold our clothes, 
Fold our clothes, late in the afternoon. 

The blackboard work here given is very simple, for little 
beginners. It can be made still simpler, or it may be made 
more difficult, to suit the class. 

The teacher may give some of the more difficult directions 
orally, then write a direction, and so on. 

The wise teacher takes every opportunity to write, that her 
children may have every opportunity to read —read, in order to 
learn to read. She takes advantage of the desire children have 
to do and to make. It is not necessary that the children learn 
every word before sentences are written. 

The teacher may write the sentence and read it at first, if 
they cannot read it. Later, through writing similar sentences, 
children learn to discriminate words. This is the secret of 
learning words. 

Perhaps the next week on Monday the work is repeated in 
a similar manner, using the real playthings ; but necessarily 
the work is more difficult. 

The third Monday the washing may be done in pantomime. 
„ .Before the lesson begins certain places have been selected 
where the washing equipment is kept, where the washing is 



118 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

done, and where the clothes are hung ; and the children go to 
these places and act out the process, as directions are written 
upon the blackboard. 

The teacher writes sentences similar to those written the 
week before, only they are naturally more difficult. 

After perhaps a month or less, the washing is discontinued 
and other phases of housekeeping may be considered. 

Tuesday 

Tuesday is generally ironing day in well-regulated families. 
We will play it is ironing day in the doll family. 
The teacher writes on blackboard : — 

This is Tuesday. 
It is ironing day. 
Please heat the irons, Kate. 
Get the ironing board, John. 
Bring the basket, Mary. 
Are the irons hot ? 
Kate may iron the clothes. 
Children sing : — 

This is the way we iron our clothes, 
Iron our clothes, so early in the morning. 

Teacher writes on blackboard : — 

Now, Mary may iron. 

Children may repeat song while Mary irons if desired. 

John may iron, now. 
Children sing. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 119 



Teacher writes again : — 

The clothes are ironed. 

John, put the ironing board away. 

Put away the basket. 

Put away the irons. 

Hang the clothes up to dry. 

The above is to be acted out according to the directions 
upon blackboard, substi- 
tuting the children's own 
names. 



As for wash day, continue 
the occupation of ironing 
for a few weeks, making 
the blackboard work more 
difficult each week. 

In the same way con- 
tinue for a few weeks the 
occupations for the remain- 
ing days. (Fig. 86.) 




Fig. 86. 



Wednesday 

We will consider Wednesday mending and sewing day in 
the doll family. 

Teacher writes upon the blackboard : — 

What day is this ? 
This is Wednesday. 



120 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

This is mending day. 
We will mend our clothes. 
Please get the basket, John. 
Get the clean clothes, Mary. 
Get the needles and thread, Kate. 
Now we will mend our clothes. 

Note to Teacher. — If any clothing needs mending, let a 
few children go to seats and sew, while the children sing : " This 
is the way we mend our clothes, mend our clothes," etc., to mo- 
tion, if desired. 

Teacher writes upon the blackboard : — 

Now the clothes are mended. 

We will fold the clothes. 

Put the clothes away, Mary. 

Put the clean clothes in the bureau. 

Our mending is done and our clothes are put away. 

Let us sew now. 

Get the needles and thread. 

We will learn to sew on buttons. 

We will make our sheets. 

Note to Teacher. — It is a good idea to have some sewing 
on hand to be done on this, our mending and sewing day. It is 
well for the children, both boys and girls, to be taught how to 
sew on buttons. In all this work make no distinction between 
boys and girls. 

We will suppose that the children have prepared a piece of 
cloth, checked in 1 or 2-inch squares, upon which they are to 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 121 

sew buttons. Buttons and cloth they will gladly bring from 
home. 

It is a practical accomplishment to know how to sew on a 
button, and a great help to a hard-working mother. 

Children may on this day also make sheets or pillow slips 
needed for the doll house. 

If this is the first lesson in sewing, the teacher gives explicit 
directions, perhaps upon the blackboard. 

We will suppose that the size of sheets and pillow slips has 
been considered in the number lesson. The bed has been 
measured and all allowances made for hems and seams. 
Following that lesson, the children have cut from paper 
patterns of these articles. 

Perhaps the blackboard directions for seat work following 
the number work are as follows : — 

Get your cloth. 

Get your scissors. 

Get some paper. 

Cut a pattern for the sheet 4 by 5 inches. 

Cut a pattern 3 by 2 inches for the pillow slip. 

Cut two sheets. 

Cut two pillow slips. 

Sew the seams in the pillow slips. 

Hem the pillow slips. 

Hem the sheets. 

Thursday 

Thursday morning is baking day in the doll family, and the 
afternoon is calling or visiting day. 



122 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Let the following be done in pantomime. The teacher writes 
on the blackboard : — 

This is Thursday. 

It is baking day. 

What shall we bake to-day ? 

Let us play make a cake. 

Get the bowl and spoon. 

Bring the flour. 

What else do we need ? 

We need gas. 

We need sugar and eggs. 

We need milk and butter, too. 

We need baking powder. 

Beat the butter and sugar. 

Beat them well. 

Put in the eggs, and beat them well. 

Put in the milk, and stir well. 

Put in the flour, and stir well. 

Put in the baking powder, and stir well. 

Where is the cake pan ? 

Is the oven hot ? 

Put the cake in the oven. 

With an alcohol lamp one may make cocoa if desired, 
giving some of the directions orally and writing others. 

Flour paste may be made to directions, partly oral and partly 
written. 

Lemonade may be made — a most enjoyable lesson. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 123 

The children may serve a class in the room, or children from 
another room, with lemonade. 

The matter has been talked over with the children, and 
different ones may bring the necessary materials and utensils. 

Others may furnish the same on future occasions. 

Considerable number work, as well as fun and reading, is the 
outcome of this lesson. 

Talk about the cost of the lemons, and also the cost of the 
sugar, if so small a quantity can be estimated. 

If decided to use one lemon for 4 glasses, children should 
tell how many lemons are needed for 12 children. 



Schoolroom Lemonade for 12 Children 

12 small glasses of water 
12 tablespoons of sugar 
3 lemons 

The teacher writes on blackboard : — 

Let us make lemonade. 

We shall need fresh water. 

Will you get us a pail of fresh water, John ? 

Here are the lemons and the sugar. 

Bring a large bowl, a spoon, and a knife. 

Bring the lemon squeezer, too. 

Cut the lemons, Mary. 

Squeeze the lemons, Kate. 

Put in the sugar and stir well. 

Put in the water and stir again. 



124 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Instead of baking or making something to eat on baking 
day, the children may be taught to set the play table in the 
doll house, or on a larger scale in the schoolroom. 

All may be done to oral and blackboard directions. 

Of course the table setting may be also done in pantomime to 
directions. 

Thursday afternoon is visiting day in the schoolroom. 
Occasionally allow the children to bring their dolls. Let it 
be dolls' visiting day, — a grand reception day at the doll 
house. Of course there will be more dolls than can be accom- 
modated in the doll house. The small dolls may visit the 
doll family, and the larger ones may be placed about the 
room. 

Let us hope that there may be a few boys who have dolls. 

There is a vision of a dear little fellow with his doll. He 
stands with a group of girls before the school. All rock their 
dolls to and fro in their arms, as they sing a lullaby. 

Friday 

Friday is universally sweeping day. 

Play it is sweeping day in the doll family. 

Teacher writes : — 

Friday is sweeping day. 

Let us sweep the playhouse to-day. 

Get the broom and dustpan, Mary. 

Get your sweeping cap, too. 

Bring the dust cloth, Kate. 

John may hang the rugs on the line. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 125 



Clean the rugs well, John. 

Kate, put the sofa pillows on the line. 

Sweep the dining-room floor, Mary. 

Sweep the living-room floor. 

Sweep the bedroom, too. 

Now sweep the bath room and the children's room. 

Dust the dining room, Kate. 

Dust the living room, Ned. 

Nell may dust the bedroom and the children's room. 

Let us clean the floors. 

Get a pail, Ned. 

Put some warm water 
in the pail. 

Wash the floors, Ned. 

Wash the floors clean. 

Clean the kitchen 
floor. Clean it well, 
Nell. 

Clean the bath room, 
Kate. 

Clean the tub. Clean 
it well. 

Clean the washbowl. 

Bring in the rugs, 
John. 

Put them on the floors. 

Bring in the pillows. 

Put the pillows on the sofa. 

Now our house is all clean. (Fig. 87.) 




Fig. 87, 



126 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Occasionally instead of sweeping and cleaning the doll house, 
give particular attention to housekeeping in the schoolroom. 
Board directions are perhaps as follows : — 

Dust the bookshelves, Mary. 
Clean the blackboards, John. 
Wash the blackboards, Fred. 
Kate, dust the table. 
Wash the window ledges. 
Water the plants, Nell. 

The little boy and girl of the doll family ma}^ give a Mother 
Goose party. The children move the dolls about and talk for 
them. 

This is for the children a most interesting and natural man- 
ner of expression. In fact, during the entire development of 
the doll house there have been many subjects for interesting and 
natural conversation or language work (if it must be named). 

The first attempt at entertaining will probably be somewhat 
in the following manner : — 

Each child having a doll chooses some character in Mother 
Goose for the doll to personate. The child speaks for the doll 
character, either by reciting the poem, or by making a few 
simple statements concerning the same. For instance, the 
child whose doll is Jack Horner says : — 

" I am Jack Horner. 
I sit in a corner. 
I ate a Christmas pie. 
I put in my thumb. 
And took out a plum." 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 127 

Another : — 



Another : — 



Another : 



" I am little Miss Muffet. 
I sit on a tuffet." 

" I am little Boy Blue. 
See my horn. 
Hear me blow it." 

" I am Tommy Tucker. 
I sing for my supper." 



HINTS ON SEAT WORK 

Throughout this work constant allusion has been made to 
seat work, and many examples have been given to show that 
seat work should grow naturally out of the oral lessons. Any 
other seat work is merely " busy work," and has no place what- 
ever in the schoolroom. 

Too few realize that the seat work is as important as the 
recitation, more important, for there the child is left to his own 
resources. 

If the seat work required is a logical outcome of the oral 
recitation, then it becomes a test of the child's ability. Ij 
there any reason, then, why he should not always have the 
proper test rather than a haphazard something to keep him 
busy ? 

The story of " Red Riding Hood " has been told, the school 
and the small children have had a blackboard lesson. 

They pass to seats, and the question now is, What are they 
to do at seats while the next class recites ? 

The thoughtful teacher considered this in planning the day's 
lesson, and on certain blackboard space devoted to the seat 
work for this class she had written : — 

Take some red paper. 
Get your white paper. 
Get your scissors. 
128 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 129 

Cut Little Red Riding Hood, 

Cut the basket. 

Put some eggs in the basket. 

Can we, as thoughtful teachers, discover what her blackboard 
lesson was ? 

Sentences 1, 2, and 3 the children have had repeatedly. 

They have used the word " cut " and put it in various sen- 
tences. We infer that the phrase, " Little Red Riding Hood," 
has been used on the blackboard. Now it appears as above, 
— a test. Watch the children. What fun to see them get the 
idea ! "Cut" they know ; " Red Riding Hood " they should 
know, if interest in the recitation was keen. 

" Cut " the basket. The familiar " cut " again, with the new 
phrase, "the basket." Watch. HaA^e they the idea? What 
they do will show us. 

" Put " is familiar (let us suppose). " Some eggs " is the 
new expression. We infer that they had it in the blackboard 
lesson. Do they remember it ? What they do now is the 
test. 

What advantage has this written test over the oral directions 
which might have been given instead ? Easy of answer. 

Often we find the story of " Red Riding Hood " in second- 
grade readers. Let us suppose the class has just finished the 
story as a reading lesson. For seat work let them make the 
poster of Red Riding Hood according to written directions. 
(Figs. 64 and 65.) 

Suggestions for seat work following a board lesson or a 
primer lesson on "Jack and Jill." 
i 



130 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Directions written on blackboard : — 

Get your scissors. 
Get some paper. 
Cut a strip. 
Cut a circle. 
Make a pail. 

Seat work following blackboard or primer lesson on " Little 
Boy Blue." 

Directions written on blackboard : — 

Get your scissors. 

Take some paper. 

Get your circle marker. 

Cut a circle. 

Make Little Boy Blue's horn. 

Blow your horn. 

Seat work following blackboard or primer lesson on " The 
Three Bears." 

Directions written upon blackboard : — 



Lesson I. 



Lesson II. 



Make a big chair for Papa Bear. 
Make a chair for Mamma Bear. 
Make a little chair for Baby Bear. 

Make a bed for Papa Bear. 
Make a bed for Mamma Bear. 
Make a little bed for Baby Bear. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 131 

Seat work following a talk concerning the dress of the 
Puritan maiden : — 

Get your scissors and some paper. 
Cut two squares. 
From one square make an apron. 
From the other make a cap. 

Suggestions for seat work in connection with a geography 
lesson on the Western Hemisphere. 

Directions are written upon the board as follows : — 

At 10.10 John may pass the scissors. 

Mary may pass the paper. 

Take your circle marker (or compass) and make an 8-inch 
circle. 

With pencil represent the equator. 

Open your geographies to the Western Hemisphere. 

From tablet paper, cut freehand North America and South 
America. 

Paste in proper position on the circle. 

For construction work at the seat, diagrams instead of writ- 
ten directions may occasionally be placed upon the blackboard. 
Diagrams may be used with oral instructions whenever they 
will aid in dictation. 

Seat work following the story of the " Ugly Duckling." 

Board directions : — 

First row draw the story. 
Second row cut the story. 
Third row go to the sand table and show the story. 



132 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

Following talks upon temperature, the weather flags may be 
made in advanced primary grades. 

1. Fair-weather flag. (Fig. 88.) 

From white paper cut a 4-inch square. 

From manila paper cut a 1-inch strip 6 inches long. 

Fold this strip twice lengthwise for the flagstaff. 





Fig. 



Fig. 89. 



Fig. 90. 



Paste the white square between folds ^ inch from the top of 
the staff. 

2. Rain or snow flag. (Fig. 89.) 

Same directions as for No. 1, except that the flag is made 
from blue paper. 

3. Local rain or snow flag. (Fig. 90.) 
From white paper cut a 4-inch square. - 

From blue paper cut an oblong 2 by 4 inches. Paste this 
upon the lower half of the white square. 
Make flagstaff as before. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 133 



4. Temperature flag. (Fig- 91.) 

From black paper cut a 4-inch square. 

Fold one diagonal, and cut along the 
fold. 

Make staff as indicated above, and fasten 
flag in the same way. 

Whirligig and Windmill 



4 

On some windy day, let an advanced 

primary grade find the following direc- 

FlG - 01 - tions on the blackboard. Let them make 

the article, and so find out what 

it is. (Fig. 92.) 

Take a 6-inch square of any 
colored paper. 

From each corner cut diago- 
nally to within 1 inch of the 
center. 

Fold every other flap to the 
center, and fasten on the end 
of a stick (lead pencil) with a 
pin. 

What have you? 




To make a windmill, use a, 4- 
inch square of paper and pin to 
the side of a 6 by 2-inch cubical 
box." 



Fig. 92. 



134 SEAT WORK AND INDUSTRIAL OCCUPATIONS 



INDUSTRIAL WORK 

Modern conditions of life are such that it is necessary for 
manual training to have a place in the school curriculum. This 
being the case, it is essential that the work should be simple in 
its beginnings, — so simple that teacher and children may be 
able to do it without undue pressure, and it certainly should be 
the outcome of the daily work, and not something extraneous. 

The teacher, the children, and the parents should feel that 
the work is as necessary and vital as reading, language, and 
arithmetic, for it is a means of expression and is so intimately 
connected with these subjects that when the child is doing one 
he is learning the other. Time was when the " three R's " 
were the essentials in education, but now we give precedence 
to the " three H's," — the head, the hand, and the heart. 

The main features of this course of work are simplicity and 
adaptability to school conditions. 

The true education, according to our highest authority, is not 
preparation for future living, but is a process of present living ; 
therefore the " school should represent life to the child as real 
and vital as he finds it at home, in the neighborhood, or on the 
playgrounds." And for this reason some form of life, or social 
activity, should be the basis of work through which the child 
acquires the fundamentals of learning. This is the principle 
underlying the development of the doll house in the schoolroom. 

In primitive industrial work use should be made of materials 
brought from home (see Suggestions to Teachers, pages 1 and 
8); also native materials, as corn husks, reeds, grasses, and 
rushes. Following are some suggestions for industrial work. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 135 

Weaving 

1. Simple paper weaving from strips of paper to make mats, 
book marks, and baskets. (Figs. 93 and 94.) 



w 



fMwwi 

m 





w 



Fig. 93. 




Fig. 94. 




Fig. 95. — Carpet Yarn and Silkaline Rugs. 
136 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 137 



2. Rug weaving from carpet, yarn, rags, silkaline (1 inch on 
bias), ravelings, raffia, grasses, or corn husks. (Fig. 95.) 

3. Blanket weaving from Saxony yarn upon cardboard 
looms. 

4. Hammock weaving from cord upon cardboard looms. 
(See Fig. 84.) 




Fig. 96. 




Crocheting with cord and 
yarn, using the fingers instead 
of a hook. (Figs. 96 and 97.) 

The chains so crocheted may 
be made into rugs, hats, baskets, 
and belts. (Fig. 98.) 

Braiding 

Corel, yarn, raffia, and tissue 
paper and corn husks may be 




Fig. 98. 




Fig. 99. — Hats, Mats, and Baskets made of Braided or Wrapped Raffia. 

138 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 139 

braided and sewed into hats, mats, belts, and baskets. 
(Fig. 99.) 

Wrapping 

Raffia may be used in wrapping cardboard which has been 
cut into picture frames, baskets, mats, and boxes. Also, doll- 
house furniture may be made in this way. 

Raffia Rope 

Simple baskets and mats may be made from a rope of raffia 
wound with a single strand of contrasting color. Corn husks 




Fig. 100. 



Fig. 101. 



may be used in a similar way, — winding with colored twine. 
(Figs. 100 and 101.) 

Clothespins 

Two dozen clothespins can be used to good advantage in 
the schoolroom as dolls. Children may bring them. 

The clothespins may be dressed in tissue paper to represent 



140 SEAT WORK AND INDUSTRIAL OCCUPATIONS 

the characters children are considering in their regular work. 
If Mother Goose is the subject before the little folks, what 
delight to represent Little Red Riding Hood, Little Boy Blue, 
Simple Simon, Tommy Tucker, and the others for a Mother 
Goose party in the doll house. (See doll house and doll family, 
Fig. 75.) ' 

At Thanksgiving time the pins may be dressed as Puritans, 
to be used in connection with the sand table. 

There are many interesting and profitable ways to use these 
pins in any primary grade. 

THE WORKSHOP 

It is a fine thing to have the window ledge, a small table, or 
a corner of the room designated as " The Workshop," where 
can be kept in boxes all the odds and ends of materials, such 
as little pieces of glass, tin foil, string, etc., that the children 
have brought from home; pieces of colored paper and anything 
whatever that could be used either at the sand table or in illus- 
trative work at the desks. It is not meant that the regular 
material be kept in this place, but that which might be in- 
cidentally needed. For example, in seat work one row of 
children may be given the regular working paper and told to 
fold or illustrate any given thing ; the next row pencil or paint 
to picture the same ; another row directed to go to the work- 
shop and select materials best suited to make anything they 
choose that is connected with the lesson. 

Often one child will have an idea of something he would 
like to do ; then let him work out his idea from the materials 
he finds in the workshop. 



SEAT WORK AND INDUSTRIAL OCCUPATIONS 141 

Each week let two children be appointed by the class to look 
after the workshop and keep things in order. 

It is a good plan to have other schoolroom duties of the 
housekeeping nature cared for similarly. Thus all have an 
interest in the order of the room. 



GRADED GITY SPELLER 

Prepared from lists furnished by Principals and Teachers in the 
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EDITED BY 

WILLIAM ESTABROOK CHANCELLOR, M.A. 

Superintendent of Schools, Bloomfield, N.J. 



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• 






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ELEMENTARY NATURE READERS 

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